training & development in an organization

7/30/2019 Training & Development in an organization

1/77

A

SUMMER TRANING REPORT

On

TRAINING & DEVELOPMENTUndertaken at

Merino Panel Products Ltd.

Submitted In partial fulfillment for the award of

Degree of Master of Business Administration

(Session 2012-13)

SUBMITTED TO: SUBM ITTED BY:NIDH I SANGWAN

M .B.A (3rd SEM .)

ROLL NO: 068


2/77

2

DECLARATION

I hereby declare, to the best of my knowledge and belief, that this project

report titled, TRAINING & DEVELOPMENT submitted by me to the

department of Master Business Administration, MANAV RACHNA

INTERNATIONAL UNIVERSITY, FARIDABADon 2012 is a bonafide work

undertaken by me it is not submitted to any other University or Institution for the

award of any degree diploma / certificate or published any time before.

Date:

Place:


3/77

3

ACKNOWLEDGEMENT

I am grateful to the Management of Merino panel Products

Ltd, Rohad to provide me the opportunity to study the Training &

Development, which helped me to complete the summer Training

successfully.

I would like to thank Dy. Manager Mr. S.S. Samal, Human Resource

Development without whom the project would not have been

completed.

Especially I am obliged to the management of MANAV RACHNA

INTERNATIONAL UNIVERSITY to send me to a well reputed and

system oriented organization Merino where we learned the real

interpretation of our study in a practical manner.

NAME

NIDHI SANGWAN


4/77

4

TABLE OF CONTENTS

1. Chapter -1a. Introduction 6

b. Industry Profile 7c. Company Profile 8

2. Chapter-2Review of Literature 21

3. Chapter-3a. Objective of the study 30

b. Scope of Project 31c. Research Methodology 32

4. Chapter-4Study Training activities at MPPL 37

5. Chapter-5Data Analysis & Interpretation 61

6. Chapter-6a. Limitation 68

b. Observation & Findings 69c. Suggestion 70d. Conclusion 71e. Feedback on Programme Delivery 72f. Questionnaire 73g. Bibliography 77


5/77

5

CHAPTER : 1

MERINO PANAL PRODUCTS LTD.

Introduction

I ndustry Profile

Company Prof il e


6/77

6

I NTRODUCTION TO THE STUDY

HUMAN RESOURCE MANAGEMENT

Human Resource Management is defined as the people who staff and manage

organization. It comprises of the functions and principles that are applied to retaining,

training, developing, and compensating the employees in organization. It is also

applicable to non-business organizations, such as education, healthcare, etc Human

Resource Management is defined as the set of activities, programs, and functions that

are designed to maximize both organizational as well as employee effectiveness.

Scope of HRM without a doubt is vast. All the activities of employee, from

the time of his entry into an organization until he leaves, come under the horizon of

HRM.

The divisions included in HRM are Recruitment, Payroll, Performance

Management, Training and Development, Retention, Industrial Relation, etc. Out of

all these divisions, one such important division is training and development.

TRAINING AND DEVELOPMENT is a sub system of an organization. It ensures

that randomness is reduced and learning or behavioral change takes place in

structured format.

Hence I have taken this topic for my project. My project deals with training and

development of the employees at MPPL. The training is imparted by MPPL.

Following are the areas of Training & Development I tried to cover-up in my work. Studying training activities Analyzing training programme Evaluating the training.

The study shows the scope in the field of T & D ranges rights from recruiting an

employee at any level and how to treat them throughout their working year till the

time he discharged or retired from the organization.


7/77

7

INDUSTRY PROFILE:

Incorporated as a private limited company in 1965 under the name N H Lohia

(Agencies) Pvt. Ltd, Century Laminating Company acquired its present name in 1984.

It became a deemed public limited company in 1988 and a public limited company in

1995. The company was promoted by M K Lohia, Champalal Lohia, Rup Chand

Lohia and Prakash Lohia. Merino Panel Products is a subsidiary of the company. The

company exports through Merino Exports Pvt. Ltd, its group company. The company

manufactures decorative laminates at its plant in Achheja (Ghaziabad district), Uttar

Pradesh, which are sold under the Merino brand name. Its cold storage and ice plant

is located in New Delhi. In Aug.'94, the company set up a 6000 tpa formaldehyde

manufacturing plant as a backward integration. Formaldehyde is used for the

preparation of resins which is required in the manufacture of laminates. In 1994-95,

the installed capacity of the laminating plant was increased from 42.50 lac sq mtr to

80 lac sq mtr. In Sep.'95, it came out with a public issue to part-finance the expansion-

cum-modernisation programme involving the laminating capacity increase from 80

lac sq mtr to 108 lac sq mtr. During 2000-2001 company obtained ISO-9002:1994

certification from DNV the Netherlands, in its branches at Kolkata, Mumbai,

Bangalore, Chennai, Delhi, Pune, Nagpur and Ahmadabad. The Installed Capacity of

Decorative laminates has increased from 80 lac Sq Mtrs to 108 lac Sq Mtrs. In 2001-

02 the installed capacity of Decorative laminates was increased to 167 lacs Sq Mtrs.


8/77

8

COMPANY PROFILE:

MISSION, VISION, MOTTO AND INSPIRATION

Mission: Universal Weal through Trade & Industry

Vision: Global Competence & Global Competitiveness in every line of Business by

Synergizing Western Work Culture & Indian Ethos.

Motto: Economy*Excellence*EthicsExplanation of Motto:

Excellence in Economy is:

Economic, when founded on Work Ethics

Sustainable, when nourished by Moral Ethics.

Inspiration:

"Arise, Awake and Stop Not till the Goal is Reached" - Swami Vivekananda


9/77

9

INFRASTRUCTURE AND BACKWARD INTEGRATION

The Merino Group's facilities are state-of-the-art, geared for integration, and

strategically well-located to serve the markets. Its two manufacturing facilities for

High Pressure Laminates have a combined annual production capacity of 35 million

sq. mtrs. Our three short cycle lamination facilities can produce pre-laminated particle

and MDF boards in sizes varying from 2.5 X 6 ft up to 9 X 6 ft. Following the

principle of Economy, our three pre-lamination lines are located in northern and

southern locations for readier dispatches to the customer.

In keeping with our integrated approach, we have set up a printing facility to offer

custom designs. A plate polishing and cleaning facility has also been installed for

uniform surface finish of stainless steel moulds. We are the only HPL manufacturer in

Asia to have chroming and de-chroming facility that maintains chromed SS moulds in

order to produce non-directional chromed gloss plates. We manufacture our own

formaldehyde and resins too.

Offices and warehouses in all major state capitals ensure an adequate presence of

Merino and serve to expedite business decisions and logistics. Further, an in-house

fleet of vehicles ensures on-time product delivery at all times.


10/77

10

CERTIFICATES AND ACCREDITATION

We encourage adherence to safety standards, promote ease of application, strive to

reduce installation time, and help our customers to maintain their interiors better with

usage information.

At Merino, quality is a tradition that is followed meticulously and in its entirety. Our

commitment to the highest standards in manufacturing process has won certificationsincluding ISO 9001, ISO 14001 and ISO 18001, for all facilities.

Merino has integrated all the stages of its operation through ERP, ensuring

transparency and on-time information to customers and service providers.

A dedicated and focused Research and Development team works unremittingly

towards continuous innovation and improvement, resulting in an array of superior

quality products. Moreover, experts from around the world are invited to strengthen

our knowledge base.


11/77

11

ENVIRONMENT

Ecological sustainability only can ensure sustainable Economic Excellence.

Ecological Conservationism is therefore an essential part of our Ethical commitment,

which finds expressions through the following practices:

1. We are meeting major part of our Electrical, and Heat Energy requirementwith Agro waste fired Boilers, and Steam Turbines.

2. We utilize the Ash, which is of Organic origin, partly for making Ash Bricks,and partly as Organic Fertilizer mixing it with Slurry from our Bio Reactors

producing Bio gas from waste of Food Processing Plant.

3. We also produce more than 500 M. Tons of Vermi-compost using the wastefrom the Potato Processing Plant.

4. We burn all the combustible waste in the Incinerator, and utilize the Heat toDry Agro Waste used as Fuel.

5. We encourage Plantation and development of "Green Belts" inside ourpremises as well as in the neighborhood.


12/77

12

SOCIAL RESPONSIBILITY

The Group endeavours to fulfill its social responsibility by serving the causes of

Conservation, Education and Healthcare. As a concerned organization, we

believe our duty is in giving back to the society, the nation and the world through

our sustained projects.

While in Conservation, we are working to reduce pressure on natural resources

and in projects to protect them; in healthcare, we are involved in fighting

Tuberculosis by:

Adopting 100 villages in the belt from Hapur, U.P. to Garh Mukteshwar. Establishing free dispensaries as well as provided mobile vans and doctors on

service. This initiative is supported by the Government of India and W.H.O. Follow up checkups & treatments are made available for up to 2 years curing

the patient.

We empower the education movements in India through:

Deserving and needy students being given an equal opportunity to study. Publishing books for student welfare.

We are proud of our initiative Annapoorna, which is our participation in the

"Swami Vivekananda" Mid-day, Meal Program:

This program is one of the basic blocks of nation building. It is a landmark service in the field of Health and Education. The program provides nutritious and hygienic meals to students and includes

girls studying in primary schools and children belonging to the weaker

sections of society.

The system through which the program is administered is ISO and HACCIFcertified and is also IT enabled.


13/77

13

COMPANY PRODUCT


14/77

14

COMPANY POLICY:


15/77

15

INTERIOR SOLUTIONS:

Merino is the world's third largest manufacturer of decorative laminates for

the home, retail and office segments. Merino offers more than 400 designs

and 35 finishes in 10 different sizes. Merino also offers complimentary

products for interior industry like plywood, melamine-faced particle board

& MDF board, post-formed panels.

MySpace is the new-age furniture solutions brand launched by Merino.

Originally conceptualized as an R&D wing for the panel division, today it

is one of the most preferred tailor-made furniture solutions for the office,

home, hospitality and retail sectors.


16/77

16

MERINOBESCO:REST ROOM & LOCKERS SYSTEM:

Designed to provide appealing, practical solutions for heavy traffic usage,

Merino- Besco Restroom and Locker systems have created a whole new

standard for the restroom culture in India. Manufactured for the first time

in India in technical collaboration with Besco of Singapore, Merino offers

a range of restroom and locker systems in a variety of colours, with nylon

or stainless steel accessories and fittings.

MERINO - HANEX SOLID SURFACES:

Limitless choices, freedom to create the designs of your dreams, rich

colours and textures. superior function and form - these are some of the

advantages of Merino Solid Surfaces by Hanex. Crafted from a unique

blend of acrylic resins and natural materials, the sheets can be cut, shaped

and formed into a boundless range of designs. Best of all, unlike other

surfacing materials, these can be easily repaired and restored to their

original condition.


17/77

17

AGRO BUSINESS:

Vegit brand is spread equally between the making of sumptuous snacks and

the pleasures of eating them, Vegit Snack Mixes which are all simple, fast,

neat, and ready to make. The brand is associated with dishes that are tasty,

authentic, and heartwarming to serve and consume. Also Vegit Potatoflakes are potatoes that have been through a process to yield a packaged

convenience food that can be reconstituted in the home in seconds by

adding hot water or milk.

BUSINESS CONSULTING:

MERINO SERVICES:

In Information Technology Services, Merino Services Limited is a

Business Consulting and IT Services organization providing value-added

services as a Partner -to- Progress with our esteemed customers and

business associates. We specialize in design / implementation of various

business solutions for our customers.


18/77

18

OFFICE BRANCES :

Marketing Office:70, KLJ Complex, 2nd Floor, Moti

Nagar, New Delhi-110015P: 011-45557000, 25107617

F: 011-45557050

E: [email protected]

Registered Office:

Kolkata:5, Alexandra court, 60/1, Chowringhee

Road, Kolkata-700020

P: 033-22901214/1215

F: 033-2287 0314


Factory Offices:

Hapur:Village Achheja, PO- Hapur -245 101

Dist. Ghaziabad (U.P.)

P: 0122-3082500, 2308601

F: 0122-2306998


Rohad:44 KM. Stone, Delhi-Rohtak Road,

Rohad, Distt. Jhajjar Haryana- 124501

P: 01276-221000, 304900

F: 01276-221050


Hosur:Bagalur Road, Kalahasthipuram

Village, Hosur Taluk, Krishnagiri Distt.

Tamilnadu-635103.

P: 04344-293545, 327765

F: 04344-245307


Branch Offices:

Ahmedabad:P: 079-30075775, 26589511

F: 079-26589511


Bengaluru:P: 080-42418000

F: 080-26941447


Bhubaneswar:P: 0674-3255594, 2597795

F: 0674-2597795


Chennai:

P: 044-26691398, 26691045F: 044-26690601


Coimbatore:P: 0422-2542841, 3299752

F: 0422-4366723


New Delhi:P: 011-30515300, 25448011

F: 011-30515301

E: [email protected]:P: 040-24801202, 24801203

F: 040-24801103


Jaipur:P: 0141-2206159, 3290062

F: 0141-4021067


Kochi:

P: 0484-2398265, 2397972F: 0484-2397972


Mumbai:P: 022-67991970/71

F: 022-67991973


Nagpur:P: 0712-2436372, 2457123

F: 0712-2420183


Pune:P: 020-24273249, 24273265

F: 020-24271408


USA:9600nw 25th Street, Doral, FI-33172

P [email protected]


19/77

19

DEPARTMENT OF THE CORPORATIONS

The various departments of the corporations are:

Human Resource Management

Section : HRD, P&A, Transport, Security, Housekeeping, Mess, IT

Utility

Section: Maintenance, Electrical, Boiler, RO

Production

Section: Planning, Chemical, RM Store, Impregnator, Hot press, WIP, BWR, Final Quality,

Packing, Plywood

Account

Section: Account, Purchase, Sales Tax & Excise

Sales

Section: Sales & Marketing


20/77


21/77

21

REVIEW OF LI TERATURE

When the candidates are recruited from outside or selected, promoted from inside, it is

expected that they must perform their jobs with maximum efficiency and competence.

Therefore after selecting the candidates, the next logical step is to train them for better

performance. Era of vocational training started during industrial revolution, which took place

in Britain in 18th century. The apprentices working n different factories use to get vocational

training in the form of direct instructions in the operation of machines. Thereafter specially

when use of computers, automatic machines increased and because of rapidly changing

techniques the need of training is recognized as one of the most important organizational

activities.

Training is required to be given to employees to keep them updated effective and efficient. At

present, it is observed that all organizations, of whatever types they may be, need to have

well trained experienced and skilled people to perform various activities. If current job

occupants meet this requirement, in that case, training is not important but if it is not the case,

it is very essential to raise the skill levels, increase the versatility and adaptability of the job

occupants by giving them necessary and appropriate training.


22/77

22

THE TRAINING PROCESS

ASSESSMENT PHASE

Assess training need of different group of employee Define objectives

PLANING TRAINING

Design training programme Define Methods, content of programme About trainer Place and time of training programme

CONDUCT OF TRAINING

EVALUATION

Evaluation of training programme Check- objective are achieved ?

NEEDS ASSESSMENT: Needs assessment diagnoses present and future challenges to be

met through training and development Needs assessment occurs at two levels- Group and

individual.

An Individual obviously needs training when her or his performance falls short of standars

i.e. when there is performance deficiency.

Assessment of training needs occurs at the group level too.Any change in the organizations

strategy necessitates training of group of employees.


23/77

23

TRAINING OBJECTIVES

To raise the productivity: Increased human performance often directly leads toincreased operational productivity and increased company profit.

To improve quality in work: Improvement in quality may be in relation to companysproduct / service.

To improve health and safety: Proper training can help prevent industrial accidents. Outdated prevention: Training and development programmes foster the initiative and

creativity of employees and help to prevent manpower obsolenscence, which may be due

to age, temperament or motivation or the inability of a person to adapt him to

technological changes.

To improve organization climate: An endless chain of positive reactions results from awell-planned training programme. Production and product quality may improve, financial

incentives may then be increased, and less supervisory pressure may result.

Personal growth: Management development programmes seem to give participants awider awareness, an enlarged skill, and enlightened altruistic philosophy, and make

enhanced personal growth.

SELECTION OF TRAINEES

Trainees should be selected on the basis of self-nomination, recommendations of supervisors

or by the HR department itself after getting the performance appraisal done.

SELECTION OF TRAINERS

Training and development programmes may be conducted by several people, including

following

1. Immediate supervisors,2. Co-worker,3. Members of the personnel staff,4. Socialists in other parts of the company,5. Outside consultants,6. Industry associations,7. Faculty members at universities.

Large organizations generally maintain their own training departments whose staff conductsthe programmes.


24/77

24

METHODS AND TECHNIQUES OF TRAINING

Some of the methods and techniques of training as follows:

ON-THE-JOB TRAINING

Under this method, the workers are given training at his workplace by his immediate

supervisor. They include learning by doing.

1. Coaching

The supervisor gives direct instruction and guidance to the training. He demonstrates how

to do the job. The advantage here is greater for minimum adjustment after training.

2. Job Rotation

In this method the trainee is periodically rotated from job to job. The purpose is to broaden

his outlook and give a general background view of the organization.

3. External Agency

The trainee is periodically gets the training form the same type of external agency.


25/77

25

Supervisors Development

Supervisor development or management development is a systematic and continuous of

learning and growth, it is designed to create behavioral change in executives by cultivating

their mental abilities and latent potential.

Main features

Executive development is a planned and organization process rather than haphazard/

automatic techniques.

Management development is mainly self-development it depends more on effort of

individual executives themselves than on efforts organization.

Skills (Cognitive& Psychomotor)and Knowledge

Technical Skill Human Skill Conceptual Skill

Methods of executive development

A large variety of techniques are employed for the training and development of

executives. These techniques may be classified into the following categories.

1. On-the-job Methods Position rotation Special projects and task forces Committee assignments

2. Off-the job Methods Case study Role playing


26/77

26

Special Projects

A special project is a highly flexible training device. Under it, a trainee is assigned a

project closely related to his job. For instance trainee will study the problem and makerecommendations.

By performing the special assignment he learns work procedure and organizational

relationships. Sometimes a task force is created consisting of several executives from

different functional areas. The trainee not only acquires knowledge about the assigned tasks

but also learn how to work with others.

Committee Assignments

In this technique committee is constituted to study solve specific problems. Trainees

with different viewpoints are included in the committee. By participating in committee

meetings and discussion, every member gets an opportunity to learn from others. Committee

assignments help executives in acquiring general background and a wider perspective.

TYPES OF TRAINING

Deciding on number of types or categories of training is rather arbitrary. Some use

distinctions as on-the-job versus classroom training or technical training versus non-

technical training. On the other hand, other experts use over dozen categories.

We have divided training into nine categories of training, including three technical categories

(Procedural, Mechanical, professional, two skills categories that are not job specific (basic

and general skills), three management categories (Supervisory, management and executive)

and an employee enrichment category. Sales training is omitted as it is primarily confined to

the private sector.

Some overlap of the types of training is inevitable, based on either the purpose of the

programme or the individual participant.


27/77

27

PROCEDURAL TRAINING

It is a form of technical training that focuses on procedures, rules, laws etc. It is sometimes

called operations or administrative training. Procedural training tends to focus on information

and practice with procedures more than on skill building. It also tends to have broad

audiences and tends to be scheduled for relatively short periods.

MECHANICAL-TECHNICAL TRAINING:

This training focuses on how things operate, how they are built, how they can be fixed when

broken and how they can be maintained. Manual or physical skills are a large part of the

training.

PROFESSIONAL-TECHNICAL TRAINING

This training focuses on the select knowledge, skill and abilities needed by practicing

professional in performing their jobs in the public sector. This training is inherently more

theory and principle driven than are most type of training.

BASIC SKILLS TRAINING

Basic skills training include reading writing, listening and speaking skills. It received a short

shift in public sector until recently when both advanced and remedial basic skills became

more pronounced.

GENERAL SKILLS TRAINING

The focus of this training is to make employees more effective outside their roles as subject-

area specialists. It aims to improve employees ability to learn, to work with others, to adapt

and to be productive. General skills training includes courses on learning to learn,

interpersonal skills, negotiation, team-work, creativity etc.

SUPERVISORY SKILLS TRAINING

It focuses on supervisors direct interaction with subordinates and on getting work done by,

with or through other people. Specific interpersonal skills are one target and so are clearly

identifiable personnel processes. Common topics. Common topics for such programmes are

how to evaluate employees, how to conduct interviews, motivating people, delegation etc.


28/77

28

MANAGEMENT DEVELOPMENT TRAINING

If focuses on complex interpersonal skills and inter-related group processes in an attempt to

find organizational solutions within a changing and complicated environment. There is often

a focus on the improvement of general analytical skills and the ability to make balanced

judgment based on a variety of data sources.

EXECUTIVE DEVELOPMENT TRAINING

It is the most conceptual, broadest and most externally oriented type of training. Programmes

tend to focus on the role of the organization in the public sector environment and facilitate the

executives skills in coping with external opportunities and threats and public relations.

EMPLOYEE ENRICHMENT TRAINING

Here, the focus is on the needs, interests and well-being of the learner. This training is usually

generic in nature. Topics of this type of training include time management, stress

management career development ethics, ergonomics, memory improvement etc. When the

above topics are job-related, they are technical training, not employee enrichment training.


29/77

29

CHAPTER -3

OBJECTIVE OF THE STUDY

SCOPE OF THE PROJECT

RESEARCH METHODOLOGY


30/77

30

OBJECTIVE OF THE PROJECT

To study the effectiveness of the training imparted by MPPL and its resultant in theperformance of the employees.

To know the perception of the employees regarding training methods in MPPL

To identify how training assists the employees to acquire skills, knowledge andattitude and also enhance the same.

To study whether training helps to motivate employees and helps in avoidingmistakes.


31/77

31

SCOPE OF THE PROJECT

The scope of this project report is covers the training and development activities conducted

By MPPL, Rohad for its employees.

My project mainly deals with the present method of training given at MPPL during my tenure

of the project, JanuaryJuly 2011.

This project covers training, training programmed, and training evaluation and excludes all

other human resources activities conducted before and after training.


32/77

32

RESEARCH METHODOLOGY

For our project we required information like knowledge about the employees understanding,

skills generated and the mastery gained during the training. Hence we have taken an insight at

the performance of the employees through evaluation of performance, through questionnaires

and data received by the management.

MEANING OF RESEARCH

Research as the manipulation of things, concepts of 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.

The Research Methodology followed for further work can be primarily classified into two

stages namely Exploratory and Descriptive. The stepwise details of the research are as

follows:

STAGE - I

Exploratory Study: Since we always lack a clear idea of the problems one will meet during

the study, carrying out an exploratory study is particularly useful. It helped develop my

concepts more clearly, establish priorities and in improve the final research design.

Exploratory study will be carried out by conducting:

Secondary data analysis which included studying the website of the company and also going

through the various articles published in different sources (magazines, books, internet,

newspapers) on Small and Medium Scale Enterprises and Training and development process.

Experience surveys also conduct with Deputy Manager of Mr. S.S. Samal to gain knowledge

about the nature of Training and development process followed in the organization.


33/77

33

STAGEII

Descriptive Study: After carrying out initial Exploratory studies to bring clarity on the

subject under study, Descriptive study will be carried out to know the actual Training and

Development method being followed at MPPL. The knowledge of actual training and

development process is needed to document the process and suggest improvements in the

current system to make it more effective. The tools used to carry out Descriptive study

included both monitoring and Interrogation.

Sample Selection: To know the Training and development process of the MPPL, for

identifying through Exploratory and Observational studies that the Assistant Manager Human

Resources, the General Manager and The Esteemed Managing Director of the company are

the right persons who provides training to the employees.


34/77

34

METHOD USED FOR DATA COLLECTION

Questionnaire and data available with the management.

FORMULATION OF OBJECTIVEAfter taken the project we formulate the objective.

Objective of the project:

To study the effectiveness of the training imparted by MPPL and its resultant in theperformance of the employees.

To know the perception of the employees regarding training methods in MPPL To identify how training assists the employees to acquire skills, knowledge and

attitude and also enhance the same. To study whether training helps to motivate employees and helps in avoiding

mistakes.

SAMPLE SIZE

Sample can be defined as the selection of a part or a group or an aggregate with a view in

obtaining information about the whole population.

For knowing the mind share of different brands we should target more population but because

of lack of time we took sample of 10% (10th June 2012 to 31st July 2012) people.

DESIGN OF THE QUESTIONNAIRE

The questionnaire is the most common tool in collecting data, so it should be carefully

developed, tested and debugged before they are administered on a large scale.

RESEARCH I NSTRUMENT

Questionnaires and information from the management

ANALYZING THE INFORMATION

For analyzing the data, which gather, first we need to arrange that in table as the

questionnaire; it was mainly open ended so we had not face much problem.

DATA TABULATI ON

We arrange the data in the form of table.


35/77

35

ANALYSIS

After tabulation we analyze the data with the help of pie chart because in pie chart it was easy

to understand everything in percentage as well as it gives better picture.

CONCLUSION

On the basis of finding there should be a short summary.

RECOMMENDATION

Should write some suggestion, as given by analysis of the data by the management and the

questionnaire.


36/77

36

CHAPTER-4

STUDYING TRAINI NG ACTIVI TI ES AT MPPL


37/77

37

STUDYING TRAINING ACTIVITIES AT MPPL

The Merino Panel Product Ltd has established its own Training Center to meet the Identified

Training needs. The Training need is identified basically from the Gap between Key

performance Indicator of the employees versus the actual performance of the employees, This

need is identified by HOD of the concerned employees and one Training Identification Form

is filled with clear objective of the Training, Performance deficiency, Skill & Knowledge

deficiency for which there is lack of performance. The Qualified Trainer for in house

Technical & soft skill Training has been identified and for external Training the agencies are

contacted and tested for knowing the capability to meet the organization requirement. The

Identified Training need reaches at Training department normally 15 days in advance andincase of urgency the Training may be imparted as per requirement. The Training need is

followed by Training schedule, Training calendar, Approval, Preparation & Validation of

Training material, Training information to Trainee through HOD, Delivery of Training,

Training Feed Back and Training effectiveness evaluation. The retraining is identified from

the Training effectiveness evaluation marks secured by Trainee in case of cognitive test or

from the demonstration by Trainees in case psychomotor Test.

TRAINING PLANS

The Training is planned as per following instruction Design Plan Instructional Design plan

for MPPL-Training Manual

The following Instructional Design Plan is to be followed for Training and Development

function at MPPL the Steps to follow

1. Analysis

1.1 Organizational surveillance work sheet1.2 Job tracking & Analysis template1.3 Learner Analysis work sheet1.4 Context Analysis work sheet


38/77

38

2. Design

2.1 Objective matrix2.2 Design Budget Template2.3 Task analysis summary Report2.4 Blue print Template

3. Development

3.1 Training Manual3.2 Sample text specifications3.3 Training Quality Control Check list3.4 Production Evaluation check list

4. Implementation

4.1 Lesson Plan Template4.2 Delivery Techniques Matrix

5. Evaluation

5.1 Participants Feedback Analysis-Hindi & English both5.2 Supervisory Characteristic Analysis byBy Managers

The Evaluation of Participant feedback analysis will help for Analysis of Organization

Training Need too.


39/77

39

Tool One-Organizational Surveillance Work sheet

It suggests as an alternative to the Process work sheet and document Master Index and Master

List of Check list in Training and development Function

Organization Surveillance work sheet

Area of Interest Sources Current state

Corporate Objective

Policy and Procedures

Strategic Plans

Performance standards

Job Descriptions

Organization chart

Performance appraisal Result

Key Performance Indicators

Turn Over

Absenteeism

Disciplinary action & Trends

Labour cost

Cost of Quality

Scrap & Waste Cost

Rework cost

Marketing Plans

Industry Trends

Engineering & Technical fore cast

Legal Issues & Mandate


40/77

40

Tool Two: Job Analysis Work sheet

Directions-While using this Tool you need to keep in mind the ability and motivation of the

Group you are working with. The employees who actual do the job should answer all

questions. Employees should answer the Questions with respect to their present job.

For ExampleIf the employee is working now as an Assembler but previously worked as a

Plate Cleaner for many years, he should still make his rating as an assembler only

Interview questions

1. What is the Present Job title?

2. What is the duration of present job?

3. What department- division do you work in?

4. How many people will be performing this task?

5. What is the time spent performing this Task?

6. What is the Time lag between training and performing this Task?

7. What are the consequences of performing this job inadequately?

8. What is the probability of deficient performance of this Task?

9. What precautions are to be taken before performing this Task?

10. What are the objectives of this Task?

11. What are the requirements of this Task?

12. What is the current skill level required?

13. What is the future skill level required?

14. Are there any sub tasks related to this task?

15. What is the frequency of this task?


41/77

41

Task rating Survey

Directions-On the following Page there are a large number of task statements. For each task

statement do the following.

Read each statement and read about your job. If you are performing the task, rate the task according to importance (both current &

future)

If you do not performing this task, put a zero in the boxes for that task. Finish all tasks rating on importance. Repeat the same for the difficulty, frequency and physical effort scale In the blank spaces at the end of the list of task, write in any tasks you perform that

are not listed.Be sure to provide information on importance, difficulty, frequency and physical effort

for all tasks that you write in.

Task Rating Survey

Name of

the Job

Current

Importance

Future

Importance

Difficulty

of the

Task

Difficulty

to learn

Frequency Physical

effort

Task

Rating

1-Minor

2-Less

important

3-

moderately

important

4-

important

5-Essential

1-Minor

2-Less

important

3-

moderately

important

4-important

5-Essential

1-easy

2-

relatively

easy

3-

moderate

4-very

difficult

5-most

difficult

1-easy

2-

relatively

easy

3-

moderate

4-very

difficult

5-most

difficult

1-seldom

2-

occaissionaly

3-monthly

4-weekly

5-daily

1-very

low

2-low

3-

moderate

4-high

5-very

high

Total

marks

1.Analysis

of training

need

5 5 3 4 3 2 22


42/77

42

Task rankings

Calculate the ratings of each task from the rating survey by adding up the rows. List the top

ten tasks in rank order, which will be added in training.

Tool Three-Learner analysis work sheet

Learner Analysis for.Course.

Competencies

1. What is the level of students present knowledge and skill in the area? 1.1- None1.2- Basic back ground1.3- Intermediate1.4- Advance

2. What aptitudes have been tested /demonstrated before attending the courser?

3. What misconceptions are the new students likely to have on the subjects matter area?

Attitudes

1. Are the topics towards which the students are likely to feel positive?

2. Are the topics towards which the students are likely to feel negative?

Language

1: What is the linguistic skill of the students?

1.1 Illiterate1.2 English as second language but functionally illiterate1.3 Functional illiterate1.4 English after primary education but literate1.5 English at college education and has skills over written and spoken form of the

language

1.6 English as first language but has skills over both written and spoken form oflanguage

Above questions are to be repeated for Language Hindi, Bengali and Oriya


43/77

43

The basic of the above test is to make sure that the language used for Training is clearly

understood by the students. Further the suitable language can be identified for passing any

instruction at the time of performing his job or understanding the documents used in his job.

2. What style of language is the preferred one?1.1 Colloquial (Regional)1.2 Conversational1.3 Formal (written)

Tool skills

3. Are there any sensory-perceptual deficiencies that will require special attention?

4. Are there any special skills that the participants will bring to the course?

Motivation

1. To what extent the do participants value the training they will receive from the course.1.1 Training is essential for obtaining the job1.2 Training has little value to success in the job1.3 Training has considerable value to success on the job

3. To what extent the students are confident that they will do well in the training?3.1-1. Very little confident that they will do well in the training3.1-2. Confident of success in the training3.1-3. Over confident of success in the training

Complete the Analysis

1. List any sub-groups within the target population to be trained. Include the location of

various groups and any logical issues regarding demographics

2. Identify how the sub groups are differentdifferent learning preferences, language skills,

attitudes and competencies etc

3. List recommendations on how the training should respond to these differencesspecial

modules for specified groups etc.


44/77

44

Tool Three-Context analysis work sheet

Context analysis for

1. Details of presentation equipment?None/Flip chart/white board/PPT/Video/Audio etc.

2. Will the course be offered to individuals or group?3. Group size4. Scope-Opportunity for Train the Trainer5. Resource support6. Frequency of the Programme7. Duration of the Programme8. How can learning from this course be reinforced once the course is completed?9. What is the secondary use of the course?

Tool four- On completion of the analysis

1. Recommend the facility to be used2. Recommend the equipments are to be used3. Recommendation on possible modularisation of the programme according to the

needs of different group

4. Recommend on frequency5. Recommend on participants back ground, course length and pre requisites6. Specific strategy on delivering of training

Tool five-Objective Matrix

Direction-For a course with multiple Planning objectives, list the target behaviour across top

and concerned topic next to the rows on the left. This process is to ensure that there is at least

one objective per content area.

Example:

Target behaviour study

Content topic Target one Target two Target three Target four

Motivation

Training

Alertness in

work

Better attitude

towards quality

Better

Inspection

Better

communication

with

management


45/77

45

Tool SixBudget Template.

This template is used to enter budgeted and actual costs for design Project. This is applicable

for Internal Training only.

Tool Seven-Task analysis summary report

Job Course.............

Section...................

Prerequisites...............

Reasons.............................

Standards.......................

Initiating Event................

Concept or Principle...........

Tool Eight-Blue Print template

Directions:- After using the data from the job Task analysis, Context analysis, learner

analysis and Objective matrix, complete the template by adding content, presentation, Media,

Deliverables, Learning activities and test assessments

Spreadsheet

1. Blue print (Course name)2. Introduction3. Job analysis4. Context Analysis5. Learner Analysis6. Description of Programme7. Duration of the course8. Programme objective9. Prerequisites10.Content11.Presentation methodology12.Practice activities13.Test /assessments


46/77

46

Part-3

Tool NineTemplate for Training Manual

It will be used as leaders guide a reference for both student and trainer.

Tool ten-Test Specifications

Test specifications are meant to provide a uniform guideline for preparation of test items in

all training programme, which include testing. Two types of test specifications are included:

1. Cognitive tests. -The pen and paper type. It is appropriate while evaluating acquisitionof new knowledge, attitudes, and thinking skills

2. Psychomotor Tests-Performance type. Required for evaluating behaviours andphysical skill

Cognitive Test specification Model

1. After attending a training session and reading the accompanying training supportmaterial, the trainees will answer questions about factual details by selecting the one

response from a multiple choice of 4, which correctly answer the question .The

objective of this test is to correctly identify the facts related to knowledge and

learning skill of the trainees.

2. Sequence comprehension test of single choice type answer on Correct, Contradicted,Inaccurate, and unsupported.

3. All the questions will be taken from the course manual or reading material, hand outs,as the case maybe.

4. The questions must cover course objectives5. The questions will include at least one of the following words; who, what, when, why,

how, how many.

Response Attributes

1. Trainees will be asked to encircle the answer choice-one correct & threedistracters

2. Distracters will be of 4 types-Irrevalent, Contradicted, Inaccurate, andUnsupported.

3. The correct answer must include or point to all information required to completelyand accurately answer the question.


47/77

47

Performance or Psychomotor test

After attending the training session Trainees will demonstrate their ability to perform

specific job under a subject matter expert/instructor.

1. Observe the trainees and mark them on performance observation checklist.

I N HOUSE TRAINI NG PROGRAMS

Training activities in the corporation are being continuously developed according to needs of

the employees or worker. Faculty support is generally provided internally for such courses.

For Programmes of specialized nature, external faculty assistance is sought and at times,

some programees are fully hired.

Both instructional and participative methods are used in training. While the techniques vary

from programme to programme, emphasis is on lectures, case-studies bases on refinery

experience, group discussion, and role-plays and selected readings. Modern audio-visual aids,

presentation and including video are used in the training programmes.

Performance observation Check list

Item Task Correct

(1-point)

Partially correct

(0.5 point)

Incorrect

(0 Point)


48/77

48

CONDUCTING A TRAINING PROGRAMME

Now-days, training programs are gaining importance because they help to solve various

problems, which out of the introduction, of new lines of production, severe competition, changes

in design and technique of production, change in the volume of business, etc. Training programs

enhance overall organizational efficiency and effectiveness. Training has become a very

significant management tool for bringing about desired changes in order to solve organizational

problems and also to achieve organizational goals. Therefore to be very effective, the training

function is required to be organized properly and systematically.

Training programs consists of five steps .the first, or need analysis step, identifies the specific job

performance skills needed, assesses the prospective training skills, and develops specific,

measurable knowledge and performance objectives based on any deficiencies. In the second step,

instructional design, you decide on, compile and produce the training program content. There

may be a third validation step, in which bugs are worked out of the training program by

presenting it to a small representative audience. The fourth step is to implement the program by

actually training the targeted employee group. Fifth step is an evaluation step, in which

management assesses the program's successes or failures.

TRAINING FLOWCHART

TRAINING IDENTIFICATION

TRAINING PLAN

TRAINING PROGRAMME

TRAINING

TRAINING EVALUATION

TRAINING FEEDBACK


49/77

49

STEPS OF TRAINING

1. IDENTIFICATION OF TRAINING

The training needs are identified by Concern Validation Studies (CVS) and the gaps are filled

by providing training. The training needs can be identified by the immediate superiors or bythe employees performance appraisal.

The training needs are identified:

At the time of interview Annual appraisal Training identification format Specific recommendations by functional head

2. DECIDING THE OBJECTIVE OF TRAINING:The gathered information is forwarded to human resources officials for consultation and then

the training objectives are established.

The training objective is prepared after finding the requirement of training whether the gaps

are about knowledge, skill or attitude. Then the objective of training is established and efforts

to accomplish started.

3. TRAINING PLANBased on the collected data and discussions with HR Manager training plan is prepared. The

training plan is prepared. The training calendar is prepared monthly with the name of the

trainees and the trainer.

4. TRAINING METHODS & TOOLSConsidering the type of training, a suitable training method and required tools and equipments

are finalized. The venue is finalized. The methods and tools are also finalized once the type of

training is decided whether it is knowledge, skill or attitude.

5. TRAINING IMPLEMENTATIONList of employees are first of all collected with their name, designations and department and

than a proper schedule with date, day and time and venue is finalized and all the employees are

made aware of. The training is conducted and completed as per the schedule.

The training given mainly resolves around Knowledge of the products and processes for eachvertical and level.


50/77

50

The Concern Validation Studies (CVS) is done to identify the gaps and then here we see that he is

suitable for that job or he requires more training to do the job. We consider his previous skill and

qualifications etc.

When candidate is appearing for an interview, we ask him about the training which he has

undergone in previous program. If there is necessity for any specific skill then we are training

him accordingly.

In annual appraisal there are two types of appraisals. One is self-appraisal and other head of

department appraisal. In appraisal there is point mentioned if they require any specific training for

updating their job. Likewise, head of department is asked to write that did he require any specific

training to update his job requirement.

The skill and attitude training is imparted by reality learning. In that we sent training

identification form to the concerned head of the department with his departmental list along with

list the training programs.

We sent candidates for training in house/ external depending upon the nature of training.

After identification of training needs, we prepare the training calendar on half yearly basis. For

this we seek the following information. Nominate the persons for program, finding the faculty,

venue for the program and training. Based on this we are preparing annual calendar.

Based on the annual calendar we prepare annual budget for training and seek the approval.

After training calendar is ready, we inform the nominee, faculties and book venue for training

program and the logistics involved is arranged.

POST TRAINING

After completion of training we take feedback from the participant about the trainers. After one

month we are taking feedback of the concerned participant about his improvement in his skill or

reschedule program.

After the individual feedback is received by the trainees, the PTR is prepared. Post Training

Report. The PTR is forwarded to the immediate superiors.


51/77

51

It is the duty of the superiors to prepare the DAP i.e. The Development Action Plan which

mentions how well the training has been achieved and the next course of action if a refresher is

needed to the trainees who have not performed as per the standards required.

The DAP is sent to the trainers to do the needful and the trainers after doing the needful, they

follow up with the superiors.

Based on these we are preparing quarterly graphs for presentation to the top management. There

we highlight what is our target and what we have achieved.

In training and development activities we are conducting employee's satisfaction survey, where

general points about company like his improvement in his working, safety awareness in his

department, salary package, work environment of the company, and work culture of the company

etc. In this survey we conclude that where the management is lacking or any steps are required to

improve the satisfaction of our employees.

Like this we are also taking employees awareness report from each employee in which we cover

certain point about his job awareness. Based on this report we also see that is it necessary to

improve our employee awareness level.

After completion of training we keep his training record in his personal file and also in soft

copies.

TRAINING EVALUATION

Evaluation means the assessment of value or worth. It simply means the act of judging whether or

not the activity has achieved the set target. In training field evaluation has been taken not only to

assessment of value but also collection and analysis of data.

Evaluation of training is the last but very important stage of any training program. Training

evaluation is very essential because of the following reasons:

The organization giving training to their employee can come to know what returns they are

getting for efforts and expenditure it has committed to the training and it can find out from it

whether the training efforts are in correct direction or not.


52/77

52

The training evaluation can justify the expenditure incurved in giving training and help the

organization to determine to what extent, objectives have been achieved, whether the results are

far away from the target or are nearby the target.

Evaluation of training helps in assess the quality of training imparted and also suggests what

changes in training plan should be made to make it more effective. Weakness within the

established training program can be identified and accordingly training programs can be modified

and improved properly. Less effective program can be withdrawn in order to save time, money

and efforts.


53/77

53

MPPL

Number of Employees or Worker trained in Jan.2012-July2012

Total Number of Employee who had taken training- 118

Total Number of Worker who had taken trianing-300

Total Trainee418(Jan.2012-July2012)

0

50

100

150

200

250

300

350

400

450

Worker Employee Total

Trainee

Trainee


54/77

54

PARTICIPATION HIGHLIGHTS

MONTH WORKERS EMPLOYEES

JANUARY 7 21

FEBRUARY 3 4

MARCH 36 28

APRIL 146 76

MAY 30 8

JUNE 15 21

JULY 11 12

Total Trainee- 418

0

20

40

60

80

100

120

140

160

JANUARY FEBRUARY MARCH APRIL MAY JUNE JULY

WORKERS

EMPLOYEES


55/77

55

WORK CENTRE OF TRAINING

Work center wise total Training = 44

Work Center Total

Training

1 Manufacturing Process of MPPL 3

2. Carpenter Awareness 1

3. Gate Entry Training 1

4. Handling of Hazardous Chemical 7

5. PPE & Safety Training for Plywood Section 2

6. Motivation & Positive Thinking Training for Plywood 2

7. CAPA Training for Quality Department 18. How employees will read & record the monitoring and measurement

devices installed at their work centre.

1

9. Workers awareness regarding the work instruction displayed at their

work centre

1

10. FSE Training 1

11 Awareness to working Complaint 2

12 Stress 4

13 Motivation & Positive Thinking Training For Final Quality 4

14 Cleanliness (Awareness to Cleanliness at the Urinal, Toilet & Wash

basin)

1

15 Awareness to high gloss material 1

16 Quality Circle 1

17 First Aid 1

18 5S Training Mess 1

19 Material Handling 1

20 Plywood Product 1

21. Paper Consumption 1

22. Basic Computer Knowledge 6


56/77

56

TRAINING PROGRAMMES AT MPPL

Title of Training Programme No. of

Programmes

No. of

Participants

1 Manufacturing Process of MPPL 3 5

2. Carpenter Awareness 1 7

3. Gate Entry Training 1 13

4. Handling of Hazardous Chemical 7 36

5. PPE & Safety Training for Plywood Section 2 6

6. Motivation & Positive Thinking Training for

Plywood

2 6

7. CAPA Training for Quality Department 1 7

8. How employees will read & record the monitoring

and measurement devices installed at their work

centre.

1 7

9. Workers awareness regarding the work instruction

displayed at their work centre

1 8

10. FSE Training 1 21

11 Awareness to working Complaint 2 15

12 Stress 4 22

13 Motivation & Positive Thinking Training For FinalQuality 4 15

14 Cleanliness (Awareness to Cleanliness at the Urinal,

Toilet & Wash basin)

1 193

15 Awareness to high gloss material 1 19

16 Quality Circle 1 8

17 First Aid 1 20

18 5S Training Mess 1 10

19 Material Handling 1 12

20 Plywood Product 1 8

21. Paper Consumption 1 7

22. Basic Computer Knowledge 6 11


57/77

57

Total Work Center = 22Cleanliness (Awareness to Cleanliness at the Urinal, Toilet & Wash basin)19=193

31 1

7

2 2 1 1 1 1 24 4

1 1 1 1 1 1 1 1

657

13

36

6 6 7 78

21

15

22

1519 19

8

20

1012

8 711

TRAINING PROGRAMMES AT MPPL

No. of Programmes No. of Participants


58/77

58

PARTICIPATION FROM VARIOUS DEPARTMENTS

Human Resource Management (P&A) = 9

Utility = 1

Production = 15

Quality = 15Account = 1

Sales = 3

0

2

4

6

8

10

12

14

16

HR Utility Production Quailty Account Sales

Participation

Participation


59/77

59

TRAINING CALANDER JAN. 2012-JULY 2012 FOR MPPL

Title of the Programme Jan Feb Ma

rch

Ap

ril

Ma

y

Jun

e

July

1 Manufacturing Process of MPPL P/E P/E P/E

2. Carpenter Awareness P/E

3. Gate Entry Training P/E

4. Handling of Hazardous Chemical P/E P/E P/E P/E P/E P/E P/E5. PPE & Safety Training for Plywood Section P/E P/E

6. Motivation & Positive Thinking Training forPlywood

P/E P/E

7. CAPA Training for Quality Department P/E

8. How employees will read & record the monitoring

and measurement devices installed at their workcentre.

P/E

9. Workers awareness regarding the work instruction

displayed at their work centre

P/E

10 FSC Training P/E

11 Awareness to working Complaint P/E P/E12 Stress P/E P/E P/E P/E

13 Motivation & Positive Thinking Training For Final

Quality

P/E P/E P/E P/E

14 Cleanliness (Awareness to Cleanliness at the

Urinal, Toilet & Wash basin)

P/E

15 Awareness to high gloss material P/E

16 Quality Circle P/E

17 First Aid P P/E

18 5S Training Mess P/E

19 Material Handling P/E

20 Plywood Product P/E

21. Paper Consumption P/E

22. Basic Computer Knowledge P/E


60/77

60

CHAPTER:5

DATA ANALYSIS & INTERPRETATION


61/77

61

DATA ANALYSIS & INTERPRETATION

Training program in business organizations are taking new shapes and dimensions, which one

has to consider while dealing with the activities of training and development in the field of

human resources.

Training is so crucial that there is no need to mention its significance to the organization and

as well as to the individual employees. Training begins right from the recruitment of an

employee and follows thought the life span of the job of each employee of that organization.

Training has bundles of numbers of actions to be performed in daily routine work and hence

lot of quality, efficiency depends upon the performance level of the employee.

Organization are very keen as far as training of employees are concerned and are always

ready to spend what it takes to train and develop the employees in best concerned with the

favor of the organization.

Here we come to know the willingness of the organization regarding the employees and the

cost they are bearing for that purpose. A good management always tries to cut down the

unnecessary and unwanted expenditure of money. Hence if this area of management is taken

care of and a very well planned and a highly systematic initiative can result in heavy saving,

in other words earning a healthy profit.


62/77

62

Analysis and interpretation of trainees questionnaire:

Table 1: Represents the present and absent employee in the training.

Employee Present Absent

No of Employees 31 10

0

5

10

15

20

25

30

35

Present Absent

Series1

INTERPRETATION:

Large number of employee interested to take the training and some are not interested.

Table 2: Represents the different methods of training and its convenience to the

employees.

Method On Job Training Classroom training Both

No of Employees 10 21 0

0

5

10

15

20

25

On Job Training Classroom training Both

Methods of Training

No of Employees

INTERPRETATION:The above figures show preference on the modes of training and it is found people prefer

more on the job training.


63/77

63

Table 3: Represents the rating of training schedule.

Rating of training Convenient Disturbing Average

No of employees 28 12 1

0

10

20

30

Convenient Disturbing Average

Rating of training

No of employees

INTERPRETATION:

Large number of employee find the training convenient while others think it is disturbing the

daily work.

Table 4: Represents the satisfaction level ofemployees undergone training.

Satisfaction of employees Yes No

No of employees 25 16

Yes, 25

No, 16

INTERPRETATION:

Almost all the employees say that they were satisfied with the way the training activities are

conducted while some people were dissatisfied.


64/77

64

Table 5: Represents the degree of development among the employees after the training

was given.

Employees response Yes No May beNo of employees 30 10 1

0

20

40

YesNo

May be

Development of the employees

No of employees

INTERPRETATION:

Maximum numbers of employees show a positive response in terms of their development,

some feel they are not at all developed and others showed a passive response.

Table 6: Represents the improvement in skill and attitude and future aspects.

Improvement status Progressed Non progressed Cant Say


No of employees0

10

20

ProgressedNon

progressedCant Say

No of employees

No of employees

INTERPRETATION: Minimum number of employees experienced progress in their skills

and its future aspects whereas maximum feel that they have not progressed and others cant

say.


65/77

65

Table 7: Represents the degree to which the employees have successfully achieved their

training objective.

Degree of achievement Completely Partially Not at all


49%

24%

27%

No of employees

Completely Partially Not at all

INTERPRETATION: The degree of achievement of training objectives is higher among the

employees and even in the least case the achievement case is above average.

Table 8: Represents the response of the employees regarding training aids provided for

the training.

Training aid status Yes No


0

20

40

YesNo

No of employees

No of employees

INTERPRETATION: Mostly all the employees are in full satisfaction regarding the right

type of training aids are provided for training and a very few of them feel otherwise.


66/77

66

Table 9: Represents the level of support from the superiors to the sub-ordinates in

completing the training.

Support level of superiors Full Average


010

2030

40

Full

Average

Level of Support

No of employees

INTERPRETATION: Superiors seem to be very supportive in Training programmes, as

maximum number of employees responses are positive regarding support from the superiors.


67/77

67

CHAPTER:6

LIMITATIONS

OBSERVATION AND FI NDINGS

SUGGESTIONS

CONCLUSION

FEEDBACK ON PROGRAM DEL IVERY

QUESTIONNAIRE

BIBLIOGRAPHY


68/77

68

LIMITATIONS

The project is a collection of study, observation, and practical experience during my summer

internship programmed where I was a member of the team working in the training and

development of employees.I tried to perform this project in best possible manner to avoid any lacuna or lackness. In spite

of all my efforts.

In this regard but due to the far stretching activities conducted at MPPL, my project lack in

some of the following heads

Where there is a chance of further elaborating study on the same subject.

Some information being very sensitive as far as organization is concerned is leftuntouched and not mentioned in any way.

Top-level strategic type of decisions and information too are not taken under study toavoid any favor to the business counter parts.

My project does not concerned about the designing and planning of training activitieswhich forms a crucial and major part of this field hence a full fledge study can be

done in this area.

The data presented here is taken by prepared questionnaire (open ended and closedended) and information and feedback received from the management.

No research has been conducted on this topic for the purpose of this project thus holdsa complete field research and development.

Due to Time Constraints, I was not able to touch all aspects of training anddevelopment.

Due to security reasons, I could not attend the training conducted which would giveme a practical experience.


69/77

69

OBSERVATION AND FI NDINGS

Though by and large, substantial number of employees are content with the way thetraining is conducted, still there is a scope to analyze at micro level whether the

negatives respondents were either non attentive confronted confused or otherwise.

Based up on the data there is a scope to take corrective action.

The cooperation between the colleagues and the level of support they share with eachother binds them in an attachment towards the company. However progressive

feedback relating to change in the behavioral pattern and scope for redesigning

subsequent training programs need to be examined & explored in proper perspective

Regional behavior and language influence is higher during training and even afterdelivering their language the desired effects are not seen.

Some of the superiors do not bother to make Development Action Plans and submit tothe trainers. The static and superficial approach of the supervision needs to be dealt

with appropriately

The training is mainly conducted all around India, the trainers have to travel butsometimes the logistics and arrangement is non-satisfactory. Rescheduling the

programmed in advice and informing the participant with due lead time may alleviate

the logistic problem the proximity, approachability and accessibility are the three

major parameter while considering the venue

The findings from the data analysis from the questionnaire show a positiveimprovement, enhancing and overall rating about the training programmed.

The reality learning and simulations were thoroughly enjoyed by the employees whohave received it.


70/77

70

SUGGESTIONS

In todays competitive world, attitude is the factor which is the dividing line betweenfailure and success. Thus recruitment of the employees must be made not only onskills and attitude but also the attitude of the employee. If an employee has a positive

attitude then training for him can be more effective, he has a positive effect on the

climate.

The raining records must be maintained, preserved properly and updated timely.

Proper care should be taken while selecting the trainers.

MPPL trainers must be given continuous feedback and the training should beperformed as a continuous planned activity.

New and different trainers should be invited so that the maximum impact can be gotfrom the training programmes.

Coordination and interaction of the employees of all levels must be encouraged tolocate new talents among employees.

Solution to some of the problems faced by the employees should be suggested by theemployees themselves to make them feel valued at the organization.

The DAP( Development Action Plans) must be prepared and given to the trainers assoon as possible for further follow up from the side of the trainers.


71/77

71

CONCLUSION

Analysis of all the facts & figures, the observations and the experience during the training

period gives a very positive conclusion/ impression regarding the training imparted by theMPPL trainers. The MPPL is performing its role up to the mark and the trainees enjoy the

training imparted especially the reality learning and simulation.

The training imparted meets the objectives like:

Effectiveness of the training and its resultant in the performance of the employees. Assists the employees to acquire skills, knowledge and attitude and also enhance the

same.

Helps to motivate employees and helps in avoiding mistakes.

It becomes quite clear that there is no other alternative or short cut to the development of

human resources. If we have to meet the challenges of technology, social and economic we

have to train the HR irrespective to their category at which they work in the organization.

As it is recognized fact that we cannot survive in tomorrow businesss world with yesterdaysmethod. And hence the continuous development of HRis prime need of todays organization.


72/77

72

FEEDBACK ON PROGRAM DEL IVERY

Quantitative

Faculty /Course

Feedback

Trainerbehaviour was very good. Was understanding and helpful. If somebody did not understand a point, trainer explained the same once

again by giving different examples.

Trainer treated everyone objectively and fairly. Trainer taught us step by step and in simple Hindi language which was

understood by all. Also provided lot of information.

Trainer helped in clarifying all our doubts & queries related to products,processes and systems.

Training was beneficial and will be helpful in doing our job effectively. Training helped in getting lot of information on products, systems,

processes, customer service and also about the company.


73/77

73

QUESTIONNAIRE

TRAINING & DEVELOPMENT

SESSION1

PERSONAL DATA

Sex : a) Male b) Female

Organization Name :

Designation :

Department :

SESSION2

1-Strongly agree, 2-Strongly disagree, 3-Agree, 4-Disagree

S.N Statement1 Provides me with honest feedback on my performance 1 2 3 4

2 Encourage me to monitor my own efforts 1 2 3 4

3 Encourage me to give suggestion 1 2 3 4

4 Provides me with an environment conducive to team work 1 2 3 4

5 Gives me the information I need to do the job 1 2 3 4

6 Clearly defines his requirements /expectation from me 1 2 3 4

7 Acts as a positive role model in the department 1 2 3 4

8 Openly recognizes good work done by me 1 2 3 4

9 Listens to the subordinates before making any decision 1 2 3 4

10 Makes an effort to solve my work-related problems 1 2 3 4

12 Encourages the group to work as a team 1 2 3 4

13 Informs our department regularly about the state of the business 1 2 3 4

14 Impart training to me to understand quality policy and objectives 1 2 3 4

15 Encourages me to ask question 1 2 3 4

16 Encourages an environment of openness and trust 1 2 3 4

17 Behaves in ways which demonstrate respect for others 1 2 3 4

18 Makes an effort to remove the barriers of improvement 1 2 3 4

19 Review the goals and objectives periodically 1 2 3 4

20 Monitor the continual improvement in the department 1 2 3 421 Reward those who is really achiever 1 2 3 4

22 Uses the problem-solving process to solve problems 1 2 3 4

23 Motivate me continuously to perform good to better and better to best 1 2 3 4

24 Encourage to work in a systematic manner 1 2 3 4

25 No fault finding attitude but fact finding attitude 1 2 3 4

26 Always Advice us to follow properly ISO-9001: 2000 system and ISO-

14001: 1996 system

1 2 3 4

27 Encourage to follow strictly organizations motto ECONOMY,

EXCELLENCE, ETHICS

1 2 3 4

28 Provides resources and facilities as and when required 1 2 3 429 Encourage to build a team spirit 1 2 3 4


74/77

74

SESSION-3

1-Strongly Disagree, 2-Disagree, 3-Neither agree nor Disagree, 4-Agree, 5-Strongly agree,

N/A-Not Applicable

Statement:

1. There is a strong spirit of co-operation in this organization 1 2 3 4 5 N/A

2. I know what is expected of me. 1 2 3 4 5 N/A

3. I am treated with respect by my supervisor 1 2 3 4 5 N/A

4. I am asked for my input 1 2 3 4 5 N/A

5. I always have what I need to accomplish my job 1 2 3 4 5 N/A

6. Employees in this organization treat each other with respect 1 2 3 4 5 N/A

7. I fully understand the goals, policies and objectives of this organization 1 2 3 4 5 N/A

8. The actions of management arte always consistent with organizationsgoals, policies and objectives

1 2 3 4 5 N/A

9. I am well informed about vision of the organization 1 2 3 4 5 N/A

10. I am properly recognized for my contributions 1 2 3 4 5 N/A

11. My supervisor provides me with feedback on how well I am doing 1 2 3 4 5 N/A

12. I have attended all training I need 1 2 3 4 5 N/A

13. Employee suggestions and recommendations are welcomed by

management

1 2 3 4 5 N/A

14. Management has a sincere concern for the employees. 1 2 3 4 5 N/A

15. The quality of work by this organization is excellent 1 2 3 4 5 N/A

16. The working conditions in this organization are excellent 1 2 3 4 5 N/A

17. The working conditions in this organization are excellent 1 2 3 4 5 N/A

18. I thoroughly enjoy my job 1 2 3 4 5 N/A

19. If I could find another job with the same pay. I would leave 1 2 3 4 5 N/A

20. I am proud to be a part of MERINO family 1 2 3 4 5 N/A

21. The facilities like toilet, drinking water, change rooms, cooler/fan,

lighting/ventilation protective guard/safety equipment, hygiene/cleanliness

provided by MPPL are excellent

1 2 3 4 5 N/A

22. I draw my salary in time 1 2 3 4 5 N/A

23. If you have magic wand that could change one particular thing, what would you do your Job better?

24. What is he one most important factor that could be improved in order to help you do your job better?


75/77

75

SESSION-4

INFRASTRUCTURE

EXITED

(Y, N,

NR)

NEED/EXPECTATION

(IR)SUGGESTION

(What, Why and

How)

1. Do you feel the equipments andmachineries are adequate to Perform your

job in your department?

2. Do you feel your plant is neat and clean?

3. Are the equipment and machineries are

very old back dated?

4. Is the adequate manpower in your

department

5. Is adequate workspace available to

perform the job?

6. Do you have the right tools to perform

your job?

7. Do you get the supports from the other

department? If required.

8. Do you have the computers in your

department?

9. Do you have the facility for the proper

handling and movement of the material,

such as trolley, cranes etc.?

10. Do you have the method of recycling of

the waste material?

11. Are you provided with safetyequipments?

12. Is your department equipped to face

emergency situation such as fire, accident

etc.?

13. Are the machineries and equipment

maintained as per the planning?

14. Are the basic requirements like, table,

chair, drawer, wan robe, fan / cooler

there?

15. If you have a chance to ask the three things to be implemented in your department for

improvement of your department further, what will you ask?

Note: Y: Yes; N: No; NR: Not Required; IR: Improvement Required


76/77

76

SESSION-5

Please arrange the following statement on the basis of priority that means starting from the

most priority, you have to finish with least priority.

PARTICULARS RATING

1. Interesting and challenging job2. Appreciation and importance of the roll3. Involvement with organizations improvement4. Job security5. Good salary6. Scope of promotion / growth7. Good working conditions8. Extra facility is good9.

Systematic and discipline

10.Help in personal problems


77/77

BIBLIOGRAPHY

NEWS PAPERS:

TIMES OF INDIATHE ECONOMIC TIMES

MAGAZINES & BOOK

BUSINESS WORLD

BUSINESS TODAY

INDIA TODAY

TRAINING & DEVELOPMENT: A BETTER WAY

WEB:

www.google.com

www.citeHR.com

WWW.msn.com

PERSONNEL & HUMAN RESOURCE MANAGEMENT:

MR. R.N. SHARMA

RECRUITMENT, RETENTION TAKEN BY RECRUITMENT PROCESS

MPPL.
http://www.google.com/http://www.citehr.com/http://www.msn.com/http://www.msn.com/http://www.citehr.com/http://www.google.com/

training & development in an organization

Documents