wave industries
TRANSCRIPT
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A
SUMMER TRAINING PROJECT REPORT
ON
STUDY OF EFFECTIVENESS OF TRAINING AND
DEVELOPMENT PROCESS AT WAVE SUGAR INDUSTRIES
(A unit placed at Meerut)
SUBMITTED IN PARTIAL FULFILLMENT
FOR
THE AWARD OF THE
DEGREE OF
MASTER OF BUSINESS ADMINISTRATION
(2013-2014)
Submitted to:
Mrs. Soma Sharma
Asst. Professor
School of Management
Submitted by:
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RADHA GOVIND GROUP OF INSTITUTIONS, MEERUT
Anuyogipuram,Garh Road, Meerut-250 004 (UP) INDIA
Telefax : 01212760396, 2765023, 2603082 Fax : 0121-2600771e-mail : [email protected],
[email protected], website : www.rgec.edu,www.iims.edu.in
To Whom It May Concern
This is to Certify that Komal Mehra has prepared a summer training based
project report on the title STUDY OF EMPLOYEES SATISFACTION LEVEL
IN RELIANCE INSURANCE LTD. for the partialfulfillment of Masters
Degree Business Administration from M.M. Technical University, Noida.
To the best of my knowledge the matter presented in project report is
satisfactory and we wish her/ him success in her/his future endeavor.
Signature Signature
(Dr. Ruchi Tyagi) ( )
http://www.iims.edu.in/http://www.iims.edu.in/http://www.iims.edu.in/http://www.iims.edu.in/ -
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DECLARATION
I,Komal Mehra hereby declare that the project work presented in the summer
training project report entitledSTUDY OF EMPLOYEES SATISFACTION
LEVEL IN RELIANCE INSURANCE LTD. for the partial fulfillment for the
award of Masters Degree in Business Administration from Maha Maya
Technical University, Noida is based on my project work.
The project report embodies the result of original work and studies carried out
by me and the content of the project do not from the basis for the award of any
other degree to me or to anybody else.
(Signature)
Student Name :
Roll No. : 1206970022
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EXECUTIVE SUMMARY
Quality without creativity is meaningless. As change grows ever more unpredictable creativity is
rapidly becoming recognized a core management skill.
Todays business environment demands that managers possess a wide range of knowledge skills &
competencies, as well as sound understanding of management process and functions. Managers need
to be able to make best and of other people and to work with and through others to achieve corporate
objectives. They also need to demonstrate their ability not merely to solve problems, but to transform
them & design days through them.
This report concerns stress management in an organization, which is one of the important functions in
every organization.
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ACKNOWLEDGEMENT
To accomplish a project it involves a lot of effort and contribution from a
number of people. It is thus an opportunity for me to thank those people who
have helped me generously in the completion of this project.
Exchange of ideas generates a new object to work in a better way. Apart from
the ability, labour and time devotion; guidance and cooperation are the two
pillars for the success of the project, whenever a person is helped or cooperated
by others his/her heart is bound to pay gratitude to them.
On the completion of this project report I am immensely thankful to
M.M. Technical University, Noida which has provided me with this opportunity
I am also thankful to School of Management, R.G.G.I. Meerut and respective
supervisor for their valuable time, support, enthusiasm, guidance and keen
interest shown to me during the project. I deliberate my profound sense of
gratitude to all the supporting hands.
I am also thankful to my parents who have persuaded me to undergo this course.
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TABLE OF CONTENTS
CHAPTER NO. TITLE PAGE NO.
EXECUTIVE SUMMARY VI
LIST OF TABLES IX
LIST OF FIGURES X
1 INTRODUCTION
1.1 INTRODUCTION 2
1.2 OBJECTIVES OF THE STUDY 5
1.3 RESEARCH METHODOLOGY 6
1.4 LIMITATIONS 7
2 Reliance insurance ltd.
2.1 THE BACKGROUND AND PRESENT
STATUS
36
2.2 TRAINING AT RELIANCE INSURANCE
LTD. (because the problem area is training this
depends on candidates problem area )
42
3 TRAINING THEORY AND PRACTICE ( CHAPTER ON PROBLEM
AREA )
3.1 TRAINING TTHEORY 48
3.2 TRAINING PROCESS AND MODEL 57
4 RESEARCH METHODOLGY
3.1 RESEARCH APPROACH 66
3.2 SAMPLE & SAMPLING METHODE 70
3.3 DATA,ITS COLLECTION AND
TABULATION
71
3.4 STATISTICAL TOOLS 74
4 DATA ANALYSIS & INTERPRETATION
4.1 DATA ANALYSIS & DISCUSSION 76
5 CONCLUSIONS AND SUGGESTIONS
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5.1 CONCLUSIONS 90
5.2 RECOMMENDATIONS 92
5.3 FUTURE SCOPE OF THE STUDY 96
REFFERENCES
APPENDICES
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CHAPTER 1
INTRODUCTION
Sugar Industry in up
Uttar Pradesh Sugar Industry is one of the largest sugar industries in the Indian economy. The
lavish measures in form of new promotional policies for the Uttar Pradesh sugar industry by
the state government of Uttar Pradesh was introduced at a time when it was much needed to
further boost the growth of the Uttar Pradesh sugar industry. The improvements in the plant
capacity and the introduction of new techniques which enables the optimization of the
existing plant capacities has the further made the growth definite.
With the new promotional policies of the Uttar Pradesh sugar industry, the investors have
already starting eying the future prospects. There are 20 more sugar processing units are
coming up as a part of Uttar Pradesh sugar industry. The existing companies under the Uttar
Pradesh sugar industry are planning an investment pertaining to expansion of about Rs 4,000
crore. At present the major companies in the Uttar Pradesh sugar industry are
BalrampurChini, Simbhaoli Sugars Ltd., Bajaj Hindustan Ltd., etc. A batch of Brownfield
and Greenfield expansion projects has already started their activities of crushing cane. The
increase in the capacity would help the Uttar Pradesh sugar industry to churn out an extra
140,000 tons of crushed cane everyday to the existing 2.5 million tons of sugar produced
within a few years time. The total sugar production under the Uttar Pradesh sugar industry
would lead to 7.5 million tons, making Uttar Pradesh the biggest manufacturer of sugar in
India.
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The Uttar Pradesh sugar industry has a bright future as one of the prospective players in the
global sugar market. The demand for sugar across the world has been growing exponentially.
The Uttar Pradesh sugar industry with its capacity can cater to this international demand. The
advantages of the Uttar Pradesh sugar industry are that the cost of production is quite low and
the climatic conditions and the conditions of the soil are favorable to the sugarcane
production. The region of India where the state of Uttar Pradesh lies is one of the most fertile
lands in India called the 'doab'. This is an extremely fertile belt of lands between the rivers
Ganges and Yamuna. To boost the production of the Uttar Pradesh sugar industry, the
government of Uttar Pradesh is likely to set up a research and development unit which would
develop better quality sugarcane plants to have better yield and diseases-resistant crops to
ensure that the industry has a sustainable growth. The geographical position of the state of
Uttar Pradesh is one of the key advantages as it is very easy to access. With all these
developments the Uttar Pradesh sugar industry can meet the increasing domestic demands in
India, which due to the improvements in the economic conditions and the rise in the general
income level. The present consumption of sugar is nearly 19 mt annually and it may go up to
24 MT on a yearly basis.
Wave Industries Pvt. Ltd Crushing capacity of 8,300 TCD with MW co-generation, 23MW
export The company was incorporated in the year 1997 followed by the acquistion of a sugar
mill in Dhanaura ,UP, with a capacity of 2,500 TCD . In the year 2007, the company
established 30MW co-generation power plant and exporting 23MW to UPSEB. The capacity
of the production facility has now been increased to 8,3000 TCD with plans in place to
expand to 10,000-12'000 TCD. The investment in infrestructure and technology has led
company to achieve a turnover of INR 175.38 crore during FY 2006-07, an increase of 106%
in a short four year period.
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A.B. Sugars Ltd. (Dasuya,Punjab) Crushing capacity 7,500 TCD, generate power of 33 MW
with 25 MW power export.
QUALITY POLICY
We trust in the ideology of "Value for Money". It has been our guiding principle to deliver
high quality shoes at affordable prices, which is unmatchable by any of our competitors.
Each of our products incorporates the highest standards of quality achieved through stringent
quality control by adopting latest technologies, rigorous testing of raw materials, continuous
on-process monitoring , battery of post assembly checks and commitment of our employees
to achieve quality standards. Our products meet all relevant international standards and
regulations.
An urge to give even better product to the customer keeps us engaged with constant quality
up-gradation. Experimenting with new ideas in technology and design, an in-house research
and development cell equipped with the most advanced tools ensures a constant flow of new
ideas and breakthroughs.
PHILOSOPHY
Our company's corporate philosophy can be expressed in one sentiment "Customer Delight"-
by providing products of the highest quality within an economical and affordable price range.
Total consumer satisfaction is the most important component we pack into all our products
and absolute consumer confidence is our biggest reward. Perfection is a never ending pursuit
for us. With quality as the hallmark, it is our sincere endeavor that each product that comes
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through our state-of-art production line should truly act as the ambassador of goodwill, with
the consumers-reinforcing their conviction in Red Chief.
SOCIAL COMMITMENT
The company displays high level of social commitment by active participation in social
welfare activities. All packing material used for packing footwear and finished leather is
recyclable and environment friendly. The tannery at Ghari Industries Pvt Ltd has one of the
modern water treatment plants to treat effluent water and has high safety standards for
workers.
LOCATIONS COVERED
ANDHRA PRADESH HYDRABAD
CHHATTISGARH RAIPUR
BILASPUR
DELHI DELHI
GUJRAT AHMEDABAD
HARYANA PANIPAT
HIMANCHL PRADESHROORKEE
J&K ROORKEE
MADHYA PRADESH GWALIOR
INDORE 1
INDORE 2
INDORE 4
JABALPUR
SAGAR
MAHARASHTRA AURANGABAD
BHIWANDI
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ORISSA CUTTACK
BIHAR GOPALGANJ
MOHANIA
PATNA
JHARKHAND JAMSHEDPUR
PUNJAB LUDHIANA
RAJASTHAN ALWAR
JAIPUR
UTTAR PRADESH BHARTIA
BHOGNIPUR
PURKAJI
RANIA
SAHIBABAD
UTTARANCHAL ROORKEE
WEST BENGAL HOWRAH, SILIGURI
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Organization Structure
CHAIRMAN
MANAGING DIRETOR
GM (ADMIN)
MR. RAVINDRA VASHISHTA
GM (FIN & SYSTEM)
MR. INISH ROY
GM (OPERATIONS)
MR. AMIT KAPUR
DGM ((FIN & SYSTEM,ADMIN)
(OPERATIONS)
MANAGERS
STAFF
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LIST OF BOARD OF DIRECTORS OF ROHIT SURFACTANTS
PRIVATE LIMITED
S.NO NAME DESIGNATION
1 SHRI MURLIDHAR CHAIRMAN AND MANAGING
DIRECTOR
2 SHRI BIMAL KUMAR MANAGING DIRECTOR
3 SHRI MANOJ
GYANCHANDANI
DIRECTOR
4 SHRI RAHUL
GYANCHANDANI
DIRECTOR
5 SHRI ROHIT
GYANCHANDANI
DIRECTOR
6 SHRI BANSI LAL DIRECTOR
7 SHRI TARA CHAND DIRECTOR
8 Dr R.P SINGH DIRECTOR
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COMPANY PROFILE
The year 1970. WAVE INDUSTRIES .embarked on its journey in the steel industry in a
modest manner. An 18000 TPA MS Ingot plant was set up in West Bengal to utilise the waste
scrap available in the market. The industry faced a downturn in the next few years.
A lesson was learnt - the key to survival lay in integration along the value detergent of
production. As a part of this drive a Re - Rolling mill was established in 1988 for production
of high quality construction bars. Looking into the huge potential that lay in making its own
raw material for steel melting, the company was among the pioneers in setting up a mini
sponge detergent plant in the year 1988.
Ghari Detergents brand is one of the fastest growing in the stagnant FMCG market. The
Ghari Group, in spite of such competition, is making great strides in the Indian Detergent
Industry and is currently ranked as third largest brand in its category with more than 16%
market share (approx.) and is striving to better its position by constant
endeavor. .
With the passage of time, by adopting latest technology and using premium quality raw
material, it developed a product under the brand name GHARI to the liking of the masses
and achieved a group turnover of more than Rupees 1000 Crores in the financial year 2006-
07, continuing with an average growth rate of 15 to 20%
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OVER VIEW OF THE PROJECT
TRAINING:
Training is a short term process utilizing a systematic and organized procedure by which non
managerial person acquire technical knowledge and skill for a definite purpose. It refers to
instruction in technical and mechanical operation like operation of some machines. It is
designed prima MSP for non managers, short duration and specific job related purposes.
DEVELOPMENT:
Successful candidate placed on the job need training to perform their duties effectively.
Workers must be trained to operate machines, reduce scrap and avoid accidents. It is not only
the workers who need training.
Title:A Conceptual Review of Human Resource Management Systems in Strategic Human
Resource Management Research
Author: David P. Lepak, Hui Liao, Yunhyung Chung, Erika E. Harden
Book Series: Research in Personnel and Human Resources Management
Year: 2006
Volume:25
Abstract:
A distinguish feature of strategic human resource management research is an emphasis on
human resource (HR) systems, rather than individual HR practices as a driver of individual &
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organizational performance. Yet, there remains a lack of agreement regarding what these
systems are, which practices comprise these systems, how these systems operate, and how
they should be studied. Our goal in this paper is to take a step forward identifying and
addressing several conceptual and methodological issues regarding HR systems.
Conceptually we argue that HR system should be targeted towards some strategic objective
and operate by influencing (1) employee knowledge, skill and abilities (2) employee
motivation and effort (3) opportunities for employees to contribute. Methodologically, we
explore issues related to the relationship among policies and practices, sampling issues,
identifying the appropriate referent group, and who should serve as key informants for HR
system studies.
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CONCERNED WITH THE TOPIC: TRAINING & DEVELOPMENT
What is Training and Development:-
Training is a short term process utilizing a systematic and organized procedure by which non
managerial person acquires technical knowledge and skill for a definite purpose. It refers to
instruction in technical and mechanical operation like operation of some machines. It is
designed prima MSP for non managers, short duration and specific job related purposes.
NEED FOR TRAINING:
Every organization or established should provide training to all employees irrespective of
their qualification, skill, suitability for the job etc. Thus, no organization can choose whether
or not to train employees.
Training is not something that is done once to new employees; it is used continuously in
every well run establishment. Further, technological changes, automation, require up-dating
the skills and knowledge. As such an organisation has to retrain the old employees.
An employees specification may not exactly suit to the requirements of the job and the
organisation irrespective of his past experience, qualification, skills, knowledge etc. Thus
every management finds deviations between employees present specifications and the job
requirements and organizational needs.
The primary goal or most of the organisations is their viability is continuously influenced by
environmental pressure. If the organisation desires to adapt these changes, first it has to train
the employees to impart specific skills and knowledge in order to enable them to contribute to
the organisational efficiency and to cope with the changing environment.
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Every organization in order to survive and to be effective should adopt the latest technology,
i.e. mechanization, computerization and automation. Adoption of latest technological means
and methods will not be complete until they are manned by employees possessing skill to
operate them. So, organisation should train the employees to enrich them in the areas of
changing technical skills and knowledge from time to time.
This creates the complex problems of co-ordination and integration and integration of
activities adaptable for and adaptable to the expanding and diversifying situations. This
situation calls for training in the skills of co-ordination, integration and adaptability to the
requirements of growth, diversification and expansion. Companies constantly search for
opportunities to improve organisational effectiveness.
Trends in approach towards personnel management has changed from the commodity
approach to partnership approach, crossing the human relations approach. So training in
human relations is necessary to deal with human problems and to maintain human relations.
Training is also necessary when the existing employee is promoted to the higher level in the
organisation and when there is some new job or occupation due to transfer, techniques or
technology.
The need for train ing also ari ses to:
o Increase productivity.o Improve quality of the product/service.o Help a company to fulfils it future personnel needs.o Improve organisational climate.o Improve health and safety.o Prevent obsolescence.
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o Effect the personal growth.o Minimize the resistance to change.
The factors discussed above are mostly external factors and they are beyond the personnel
managers control. These factors often determine the success of training objectives as shown.
Factors Purposes
Technological Advance Improved Productivity
Organisational Complexity Prevention of Obsolescence
Job Requirements Preparation for Higher Level Jobs
Human Relations Top Management Support
Learning Principles Improved Morale
TRAINING OBJECTIVES:
Generally line managers ask the personnel manager to formulate the training
policies. The Personnel Manager formulates the following training objectives in seeping with
the Companys goals and objectives:
To prepare the employee both new and old to meet the present as well as thechanging requirements of the job and the organization.
To prevent obsolescence. To impart the new entrants the basic knowledge and skill they need for an
intelligent performance of definite job.
To prepare employees for higher level tasks.
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To assist employees to function more effectively in their present positions byexposing them to the latest concepts, information and techniques and
developing the skills they will need in their particular fields.
To build up a second line of competent officers and prepare them to occupymore responsible positions.
To broaden the minds of senior managers by providing them withopportunities for an interchange of experiences within and outside with a view
to correcting the narrowness of outlook that may arise from over
specialistaion.
To develop the potentialities of people for the next level job. To ensure smooth and efficient working of a department. To ensure economical output of required quality. To promote individual and collective morale, a sense of responsibility, co-
operative attitudes and good relationships.
TRAINI NG METHODS:
As a result of research in the field of training, a number of programmes are available.
Some of these are new methods, while others are improvements over the traditional methods.
The training programmes commonly used to train operative and supervisory personnel are
discussed below. These programmes are classifield into on the job and off the job training
programmes.
On-the-job Methods Off-the-job Methods
* Job rotation * Vestibule training
* Coaching * Role playing
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* Job instruction or * Lecture Methods
* Training through * Conference or Step-by-step Discussion
* Committee Assignments *Programmed Instruction
* Case Studies
* Brainstorming
On-TheJob Training Methods:
This type of training, also known as job instruction training, is the most commonly used
method. Under this method, the individual is placed on a regular job and taught the skills
necessary to perform that job. The trainee learns under the supervision and guidance of a
qualified worker or instructor. On the job training has the advantage of giving first hand
knowledge and experience under the actual working conditions. On-the-job training methods
include job rotation, coaching, job instruction or training through step-by-step and committee
assignments.
(a) JOB ROTATION:This type of training involves the movement of the traineefrom one job to another. The trainee receives job knowledge and gains experience
from his supervisor or trainer in each of the different job assignments. Though this
method of training is common in training managers for general management
positions, trainees can also be rotated from job to job in workshop jobs. This
method gives an opportunity to the trainee to understand the problems of
employees on other jobs and respect them.
(b) COACHING:The trainee is placed under a particular supervisor functions as acoach in training the individual. The supervisor provides who feedback to the
trainee on this performance and offers him some suggestions for improvement.
Often the trainee shares some of the duties and responsibilities of the coach and
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relieves him of his burden. A limitation of this method of training is that the
trainee may not have the freedom or opportunity to express his own ideas.
(c) JOB INSTRUCTION:This method is also known as training through step bystep. Under this method, trainer explains the trainee the way of doing the jobs, job
knowledge and skills and allows him to do the job. The trainer appraises the
performance of the trainee, provides feedback information and corrects the
trainee.
(d) COMMITTEE ASSIGNMENTS:Under the committee assignment, group oftrainees are given and asked to solve an actual organisational problem. The
trainees solve the problem jointly. It develops teamwork.
Off- The- Job Training Methods:
Under this method of training, trainee is separated from the job situation and his attention is
focused upon learning the material related to his future job performance. Since the trainee is
not distracted by job requirements, he can place his entire commutation on learning the job
rather than spending his time in performing it. There is an opportunity for freedom of
expression for the trainees. Off-the-job training monads are as follows:
(a) VESTIBULE TRAINI NG: In this method, actual work conditions are simulatedin a classroom. Material, files and equipment those are used in actual job
performance are also used in training. This type of training is commonly used for
training personnel for clerical and semi-skilled jobs.
(b) ROLE PLAYING:It is defined as a method of human interaction that involvesrealistic behaviour in imaginary situations. This method of training involves
action, doing and practice. The participants play the role of certain characters,
such as the production manager, mechanical engineer, superintendents,
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maintenance engineers, quality control inspectors, foreman, workers and the like.
This method is mostly used for developing interpersonal interactions and
relations.
(c) LECTURE METHOD:The lecture is a traditional and direct method ofinstruction. The instructor organise the material and gives it to a group of trainees
in the form of a talk. To be effective, the lecture must motivate and create interest
among the trainees. An advantage of lecture method is that it is direct and can be
used for a large group of trainees. Thus, costs and time involved are reduced.
(d) CONFERENCE OR DISCUSSION:It is a method in training the clerical,professional and supervisory personnel. This method involves a group of people
who pose ideas, examine and share facts, ideas and data, test assumptions, and
draw conclusions, all of which contribute to the improvement of job performance.
(e) PROGRAMMED INSTRUCTION:In recent years this method has becomepopular. The subject matter to be learned is presented in a series of carefully
planned sequential units. These units are arranged from simple to more complex
levels of instruction. The trainee goes through these units by answering questions
or filling the blanks. This method is expensive and time consuming.
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THE TRAINI NG PROCEDURE:
One of the parts of this programme was the job instruction-training course, which was
concerned with how to teach? The training procedure discussed below is essentially an
adoption of the job instruction training course, which has been proved to have a great value.
(a) Preparing the Instructor: The instructor must know both the job to be taught andhow to teach it. The job must be divided into logical parts so that each can be
taught at a proper time without the trainee-losing plan.
Know the job or subject he is attempting to teach, Have the aptitude and abilities to teach, Have willingness towards the profession, Have a pleasing personality and capacity for leadership, Have the knowledge of teaching principles and methods, Be a permanent student, in the sense that he should equip himself with the latest
concepts and knowledge.
(b) Preparing the Trainee:As in interviewing, the first step in training is to attemptto place the trainee at ease. Most people are somewhat nervous when approaching
an unfamiliar task.
(c) Getting Ready to Teach: This stage of the programme is class hour Planning the programme. Preparing the instructors outline. Do not try to cover too much material. Keep the session moving along logically. Discuss each item in depth.
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Repeat, but in different words. Take the material from standardised texts when it is available.
(d) Presenti ng the Operation:There are various alternative ways of presenting theoperation, viz., explanation, demonstration etc. An instructor mostly uses these
methods of explanation.
Explain the sequence of the entire job. Do the job step-by-step according to the procedure. Explain the step that he is performing. Have the trainee explain the entire job.
(e) Try out the Trainees Performance:As a Continuation of the presentationsequence given above, the trainee should be asked to start the job or operative
procedure.
(f) Follow-up:The final step in most training procedures is that of follow-up. Whenpeople are involved in any problem or procedure.
PRINCIPLES OF TRAINING:
Motivation:As the effectiveness of an employee depends on how well he is motivated by
management, the effectiveness of learning also depends on motivation. The trainee will
acquire a new skill or knowledge thoroughly and quickly if he or she is highly motivated.
Thus, the training must be related to the desires of the trainee.
It has been found by various research studies that there is a relation between learning rapidly
and effectively and providing right information specifically, and as such the trainer should
not give excessive information or information that can be misinterpreted. The trainee also
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wants to learn a new skill without much difficulty and without handing too much or receiving
excessive information or wrong type of progressive information. So, the trainer has to
provide only the required amount of progressive information specifically to the trainee.
The effectiveness of the trainee in learning new skills or acquiring new knowledge should be
reinforced by means of rewards and punishments. Punishments are also called negative
reinforcements. Management should take care to award the successful trainees.
A trainee should actively participate in the training programmes in order to make the learning
programme an effective one. Continuous and long practice is highly essential for effective
learning.
It is not clear whether it is best to teach the complete job at a stretch or dividing the job into
parts and teaching each part at a time. If the job is complex and requires a little to long to
learn, it is better to teach part of the job separately and then put the parts together into an
effective complete job.
Difference: Individual training is costly, and group training is economically viable and
advantageous to the organisation. But individuals very in intelligence and aptitude from
person to person. So the trainer has to adjust the training programme to the individual
abilities and aptitude.
Areas of Training:
Organisations provide training to their employees in the following areas:
1) Company policies and procedures.2) Training in Specific Skills.3) Human relations Training.4) Problem solving Training.
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5) Managerial and Supervisory Training.6) Apprentice Training.
Company policies and procedur es:This area of training is to be provided with a view toacquainting the new employee with the Company Rules, Practices, Procedures, Tradition,
Management, Organisation Structure, Environment Product Services offered by company etc.
This acquaintance enables the new employee to adjust himself with the changing
situations. Information regarding company rules and policies creates favorable attitudes of
confidence in the minds of new employee about the company and its products/services, as
well as it develops in him a sense of respect for the existing employees of the company and
the like.
The company also provides first hand information to the employee about the skills needed by
the company, its development programmes, quality of product/services and the like. This
enables the new employees to know his share of contribution to the organizations growth
and development.
Traini ng in Specifi c Ski ll s: This area of training is to enable the employee more effective
on the job. The Trainer trains the employee regarding various skills necessary to do the actual
job. For example, the clerk in the bank should be trained in the skills of making entries
correctly in the edge, skills and arithmetical calculations, quick comparison of figures, entries
and the like. Similarly, the technical officers are to be trained in the skills of project appraisal,
supervision, follow-up and the like.
Human Relations Training:Human relations training assumes greater significance in
organizations as employees have to maintain human relations not only with other employees
but also with their customers. Employees are to be trained in the areas of self-learning,
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interpersonal competence group dynamics, perception, leadership styles, motivation,
grievance redressal, disciplinary procedure and the like. This training enables the employees
for better team work, which leads to improved efficiency and productivity of the
organization.
Problem Solving Training:Most of the organisational problems are common to theemployees dealing the same activity at different levels of the organisation. Further some of
the problems of different managers may have the same root cause. Hence, management may
call together all managerial personnel to discuss common problems so as to arrive at effective
solutions across the table. This not only helps in solving the problems but also serves as a
forum for the exchange of ideas and information that could be utilised. The trainer has to
organise such meetings, train and encourage the trainees to participated actively in such
meetings.
Manager ial and Supervisory Traini ng: Even the non-managers sometimes performmanagerial and supervisory functions like planning, decision-making, organising,
maintaining inter-personal relations, directing and controlling. Hence management has to
train the employee in managerial and supervisory skills also.
Apprentice Training: The Apprentice Act, 1961 requires industrial units of specified
industries to provide training in basic skills and knowledge in specified trades to educated
employees /apprentices with a view to improving their employment opportunities or to enable
them to start their own industry. This type of training generally ranges between one year to
four years. This training is generally used for providing technical in the areas like trades,
crafts etc.
ADVANTAGES OF TRAINING:
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The contributions of imparting training to a Company should be readily apparent. The major
values are:
I ncreased Productivity:An increase in skill usually results in an increment in bothquality and quantity of output. However, the increasingly technical nature of modem jobs
demands systematic training to make possible even minimum levels of accomplishment.
Heightened Morale:Possession of needed skills help to meet such basic human needs assecurity and ego satisfaction. Collaborate personnel and human relations programmes can
make a contribution toward morale, but they are hollow shells if there is no solid core of
meaningful work down with knowledge, skill and pride.
Reduced Supervi sion:The trained employee is one who can perform with limitedsupervision. Both employee and supervisor want less supervision but greater
independence is not possible unless the employee is adequately trained.
Reduced Accidents:More accidents are caused by deficiencies in people than bydeficiencies in equipment and working conditions. Proper training in both job skills and
safety attitudes should contribute toward a reduction in the accident rate.
I ncreased Organisational Stabil ity:The ability of an organisation to sustain itseffectiveness despite the loss of key personnel can be developed only through creation of
a reservoir of employees. Flexibility, the ability to adjust to short-run variations in the
volume of work requires personnel with multiple skills to permit their transfer to jobs
where the demand is highest.
IMPORTANCE OF TRAINING:
Training Benefits the Organisation.
Leads to improved profitability and/or more positive attitudes toward profitsorientation.
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Improves the job knowledge and skills at all levels of the organisation. Improves the morale of the workforce. Helps people identify with organisational goals. Helps create a better corporate image. Aids in understanding and carrying out organisational policies. Provides information for future needs in all areas of the organisation. Organisation gets more effective decision-making and problem solving. Helps keep costs down in many areas, e.g. production, personnel, administration, etc. Develops a sense of responsibility to the organisation for being competent and
knowledgeable.
Improves labour-management relations. Benefits to the Individual, Which in Turn Ultimately Should Benefit the Organisation: Helps the individual in making better decisions and effective problem solving. Through training and development, motivational variables of recognition,
achievement, growth, responsibility and advancement are internalised and
operationalised.
Aids in encouraging and achieving self-development and self-confidence. Helps a person handle stress, tension, frustration and conflict.
Provides information for improving leadership knowledge, communication skills and
attitudes.
Increases job satisfaction and recognition. Moves a person toward personal goal while improving interactive skills. Satisfies, personal needs of the trainer (and trainee). Provides the trainee an avenue for growth and a say in his/her own future. Develops a sense of growth in learning.
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Benefits in Personnel and Human Relations, Intra and Inter group Relations andPolicy Implementation:
Improves communication between groups and individuals. Aids in orientation for new employees and those taking new jobs through transfer or
promotion.
Provides information on equal opportunity and affirmative action. Provides information on other governmental laws and administrative policies. Improves interpersonal skills. Makes organization policies, rules and regulations viable. Improves morale. Builds cohesiveness in groups. Provides a good climate for learning, growth, and co-ordination. Makes the organisation a better place to work and live.
TRAINING THE TRAINERS:
When an instructor is required for a training programme, the person should have a
comprehensive understanding of the training material, the subject matter, and the techniques
necessary for the effective presentation of the material. The roles of instructors can very
widely depending upon the training developers design for the instructor. Typical roles for the
instructor are those of traditional lecturer, administrator, facilitators, expert, and feedback
provider. An instructor may assume all the roles in a single programme or session or may rely
solely on one for a training programme. Trainer Training, Therefore, must include the entire
array of activities from classroom demeanor to discipline. Formal training for trainer
generally takes a three-fold course training principles and practices; techniques of classroom
behavior; and observation and practice; in the classroom. Trainer must also be taught the
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methods used for providing feedback. In a simple stimulus-response situation, such as in the
target shooting example where shooter must know where he hit in previous round to improve,
the feedback is simple. The trainer must suppress value judgment in giving feedback.
Feedback must be objective, unless the task is to please another person.
CHOOSING TRAINERS AND TRAINEES:
Great care must be exercised in choosing effective instruction or trainees, for in a
very real sense; the success or the training programme is dependent on the persons who
perform the training task. These are little doubt that trainers themselves need to be trained
and a group of trained trainers could from the nucleus around which the entire trainer effort
of the company can be built.
Another planning factor is the selection of trainees who will participate in the
programmes. In a large number of cases, this is fairly because many straining programmes
are resigned and developed with a particular segment or category of employees in mind. In
other cases, where more general courses are designed, groups of workers may be rotated
through them so that over a period of time, a large cross section is exposed to such
programmes.
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DEVELOPMENT
In contrast a development is along term process utilizing a systematic and organized
procedure by which managerial personnel get conceptual and theoretical knowledge it is not
technical knowledge or skills but philosophical theoretical educational concept. It is
considered more general than training and more oriented to individuals needs in addition to
organized needs and it is most often aimed towards management people. Usually the intent of
development is to provide knowledge and understanding function more effectively such as
problem solving decision making and relating to people
Successful candidate placed on the job need training to perform their duties effectively.
Workers must be trained to operate machines, reduce scrap and avoid accidents. It is not only
the workers who need training.
Another component of a training and development programme is development which is less
skill oriented but stresses on knowledge about business environment, management principles
and technique, human relations, specific industry analysis and the like is useful for better
management of a company. Supervisors, managers and executives also need to be developed
in order to enable them to grow and acquire maturity of though and action.
Training and development constitute an ongoing process in an organisation. In simple terms,
training and development refer to the importing of specific skills abilities and knowledge to
an employee.
NATURE AND SCOPE OF TRAINING AND DEVELOPMENT
In simple terms training and development refers to the imparting of specific skill and abilities
and knowledge to employee. A formal definition of training and development is a attempt to
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improve current future employee performance by increasing an employee ability to perform
through learning usually by changing the employee attitude and increasing his or her
knowledge. The need for training and development is determined by the employee
performance deficiency as follows:
TRAINI NG AND DEVELOPMENT NEED = STANDARD PERFORMANCEACTUAL
PERFORMANCE.
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TRAINING AND DEVELOPMENT DISTINCTION
LEARNING
DIMENSION
TRAINING
DEVELOPMENT
WHO Non-managers managers
WHAT Technical-mechanical
operation
Theoretical conceptual
ideas
WHY Specific job related
information
General knowledge
WHEN Short term Long run
Training is a continuous systematic development among all levels of employees of that
knowledge and their skills and attitude which contribute to their welfare and their company.
Manager development concerns the mean by which person cultivate those skills which
application will improve the efficiency and effectiveness with which the anticipated result of
the particular organizational segment are achieved.
Training is an organised procedure by which learning of knowledge or skill for definite
purpose.
Development is a systematic process of training and growth by which an individual gain or
apply knowledge skill etc. in short development brings about a change in personality also.
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THE TRAINING PROCESS
Important steps in a typical training process:
ORGANISATIONAL OBJECTIVE
ASSESSMENT OF TRAINING
NEEDS
ESTABLISHMENT OF TRAINING
GOALS
DEVISING OF TRAINING
PROGRAMME
IMPLEMENTATION OF
TRAINING PROGRAMME
EVALUATION OF RESULT
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EVALUATION OF TRAINING PROGRAM:
The specification of values forms a basis for evaluation. The basis of evaluation and the mode
of collection of information necessary for evaluation should be determined at the planning
stage. The process of training evaluation has been defined as any attempt to obtain
information of the effects of training performance, and to assess the value of training in the
light of that information. Evaluation leads to controlling and correcting the training
programme. Hamblin suggested five levels at which evaluation of training can take place, via
reactions, learning, job behavior, organization and ultimate value.
I. Reaction: Training programme is evaluated on the basis of trainees reactions tothe usefulness of coverage of the matter, depth of the course content, method of
presentation, teaching methods etc.
II. Learning: Training programme, trainers ability and trainee ability are evaluatedon the basis of quantity of content learned and time in which it is learned and
learners ability to use or apply, the content he learned.
III. Job Behaviour: This evaluation includes the manner and extent to which thetrainee has applied his learning to his job.
IV. Organisation: This evaluation measures the use of training, learning and changein the job behavior of the department/organisation in the form of increased
productivity, quality, morale, sales turnover and the like.
V. Ultimate Value : It is the measurement of ultimate result of the contributions ofthe training programme to the Company goals like survival, growth, profitability etc.,
and to the individual goals like development of personality and social goals like
maxmising social benefit.
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Essential Ingredients for a Successful Evaluation:
There are three essential ingredients in a successful evaluation. They are:
(a) Support throughout the evaluation process. Support items are human resources,time, finance, equipment and availability of data source, records etc.
(b) Existence of open communication channels among top management, participantsand those involved in providing data etc.
(c) Existence of sound management process.
Bases of Evaluation:
Training programme can be evaluated on the basis of various factors like production factor,
general observation, human resource factor, performance, tests, cost-value relationship etc.
Production F actors:In operative training, the prime measure of worth is that of productivity.
Productivity rates covering both quantity and quality are good indicators of the values of
training. In most business situations these rates will have to be obtained before and after
training. In an experimental situation, a control group that does not receive training could be
compared with the one that does in order to ascertain the effect of training. Management will
generally look first at production and wastage rates to determine the worth of operative
training. The other production factors are decrease in unit time and unit cost of production
and reduction in space or machine requirements.
General Observations:General observation should not be overlooked as a means of training
evaluation. The immediate supervisor is often a good judge of the skill level of his
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subordinates. For on-the-job training programmes, the supervisor is, in effect, the judged of
his or her own efforts. If the supervisor is treated as a part of the professional management of
the organisation and is properly selected and trained, this self-analysis and appraisal can be
quite accurate and objective. The efficient supervisor observes accurately the level of skill
and knowledge acquired by the trainee during the training programme. Me also observe how
effectively the trainees apply the acquired skill and knowledge to the present and future jobs.
Human r esource Factor:Training programme can also be evaluated on the basis of
employee satisfaction, which in turn can be viewed on the basis of:
(a) Decrease in employee turnover.(b) Decrease in absenteeism.(c) Decrease in number and severity of accidents.
(d) Betterment of employee morale.(e) Decrease in grievance and disciplinary cases.(f) Reduction in time to earn piece rates.(g) Decrease in number of discharges or dismissals.
Performance Tests:In the immediate sense, the specific source of training can be evaluated
in terms of written and performance tests. The test is supported by a sample of what the
trainee knows or can do. Successful accomplishment of the tests would indicate successful
training. But the true test is whether or not what has been learned in training is successfully
transferred and applied to the job. It is dangerous to rely upon tests alone to demonstrate the
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true value of training. Performance appraisal on the job before and after training may be
supplemented to the tests.
Cost-Value Relati onship:Cost factor in training should be taken into consideration in
evaluating the training effectiveness. Cost of various techniques of training and their value in
the form of reduced learning time, improved learning and higher performance can be taken
into account. Cost of training includes cost of employing trainers, and trainees, providing the
means to learn, maintenance and running of training centers, wastage, low level of
production, opportunity cost of trainers and trainees etc. The value of the training includes
increased value of human resources of both the trainee and trainer and their contribution to
raise production, reduce wastage, breakage, minimization of time requirement etc.
Cost-value relationship of a training programme or a training technique is helpful in :
a. Determining the priorities for training (for present and potential managers, agestructure of the trainees etc.).
b. Matching the employee and job through training.c. Determining the work of management sacrifices (like time taken by training
programme, non-availability of staff for production during training period etc.).
d. Choosing the right training method.e. And one of the possible combinations of the methods of training evaluation listed
below can be used by an organisation for evaluation depending upon the need and
convenience.
The various methods of train ing evaluation are:
I. Immediate assessment of trainees reaction to the programme.II. Trainees observation during training programme.
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III. Knowing trainees expectations before the training programme and collectiontheir views regarding the attainment of the expectations after training.
IV. Seeking opinion of trainees superior regarding his/her job performance andbehaviour before and after training.
V. Evaluation of trainees skill level before and after trainingprogramme.VI. Measurement of improvement in trainees on the job behavior.
VII. Examination of testing system before and after sometime of the trainingprogramme.
VIII. Measurement of trainees attitudes after training programme.IX. Cost-benefit analysis of the training programme.X. Seeking opinion of trainees colleagues regarding his/her job performance and
behavior.
XI. Measurement of levels in absenteeism, turnover, wastage/scrap, accidents,breakage of the machinery during pre and post period of the training
programme.
XII. Seeking opinions of trainees subordinates regarding his/her job performanceand behaviour.
Feedback: Training evaluation information should be provided to the trainer and/ or
instructors, trainees and all other parties concerned for control, correction and improvement
of trainees activities. Further the training evaluator should follow it up to ensure
implementation of the evaluation reported every stage. Feedback information can be collected
on the basis of questionnaire or through interview. Model questionnaire for feedback
information regarding the programme of the Training.
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PHASES IN TRAINING PROGRAMS
VARIOUS PHASES OF TRAINING PROGRAM THROUGH WHICH A TRAINING IN THE
ORGNISATION PASSES.
FIRST PHASE - TRAINING ASSESMENT
1. TRAINING NEEDS: First identify the weakness in selling skill by management &
survey
of sales representatives and customer.
2. WHO SHOULD BE TRAINED: First identify the weakness in selling skill by
management and survey of sales representatives and customer recruits, existing sales force,
refresher course, independent representative dealers distributors, users.
3. HOW MUCH TRAINING IS NEEDED: half day, 2-3 days, 6 months, continual.
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SECOND PHASE PROGRAMS DESIGNING
1. WHO SHOULD IMPART THE TRAINING: Line personal, Staff - trainers, Outside
specialist.
2. WHEN SHOULD TRAINING TAKE PLACE: After field experience, Push them of
the dock (delayed) continual .
3. WHERE SHOULD TRAINING BE DONE: centralized, decentralized field sales
office, senior sales people, on the job training, local sales school, local sales seminar or clinic.
4. CONTENT OF TRAINING: attitude towards selling, company knowledge, and
application, knowledge of competitive products, knowledge of customers.
5.TEACHING METHOD USED IN TRAINING PROGRAMS: lectures, discussions,
demonstration, role playing, audio cassette, and video enhance training.
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THIRD PHASE - EVALUATION
1. WHAT OUTCOMES WOULD BE EVALUATED: reaction, learning,behaviour,
result.
2. WHAT MEASURES WOULD BE USED OR EVALUATION: quesstionnarie,
observational, performance appraisal reports, ranking.
Lectures, Discussion, Demonstration, Role playing, Audio cassette, Video enhance training,
On- TheJob training, Company assistance training, Business TV.
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3.4 LIMITATIONS
WAVE GROUPS LTDis making strenuous effort in imparting training and development
to their personnel. There are several problems are related to it which act as a tumbling blocks
hampering the effectiveness of their employees. These problems can be summarized as
follows:
Employees do not enjoy the training because same old patterns of training are usedevery time and they dont find it interesting.
There is a problem in identifying the needs of the employees.
Evaluation is an intrinsic part of the training and development process. No evaluationhas been made to find out the magnitude of the improvement in an employees
capabilities after the completion of the course. Without proper evaluation system, we
cannot measure the worth of the training programs for an organization and its
personnel.
CHAPTER 2
OBJECTIVE OF THE STUDY
The objective for this project is to undertake a study, on training and development of the
employee working in the WAVE SUGAR INDUSTRIES with a view to know the
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improvement in the performance after the training program was imparted to them, and
to study the present situation of the company and to train workforce accordingly.
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CHAPTER 4
RESEARCH METHODOLOGY
RESEARCH METHODOLOGY is a way to systemically solve the research problem. It may
be understood as a science of studying how research is done. and it to study the various steps
that are generally adopted by a researcher in studying his research problem it is necessary for
the researcher to design the methodology form the problem as a method differ from problem-
problem.
RESEARCH PROCESS
Before embarking on the detail of research methodology and the techniques it seems
appropriate to present the brief overview of the research process. Research process consists of
series of action or steps necessary to effectively carried out the research and the desired
sequencing of these steps one should remember that the desired sequencing of these steps.
any specific order and researcher have to be constantly anticipating at each steps in the
research process however the following order concerning various steps provide a useful
procedural guideline regarding the research process.
RESEARCH DESIGN
Research design is a conceptual structure within which research is conducted; it is basically
the blue print for a collection of data, measurement and analysis of data. A research design
is the arrangement of conditions for collection and analysis of data in manner that aims to
combine relevance to research purpose with economy in procedure.
My research design is of descriptive type. A descriptive research includes survey fact
finding and enquiries of different kinds with a major purpose of description of affairs as itexist in present.
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DATA COLLECTION TECHNIQUES
Data collection.
The task of data collection begins after research problem has been defined and research
design/ plan chalked out while deciding about the data collection to be used for studying two
types of data is used. I have used primary and secondary data for which a comprehensive
questionnaire was prepared and was got filled up by the employee of the organization
Primary data:Are those which are collected fresh and for first time and thus happen to be
original in character . as:-
Questionnaires: A formal list of the questions answered by the employee ofWAVE
INDUSTRIES and later analysis the responses. We have used structured
questionnaire as a formal list of question produces more reliable results.
Direct personal:personal interview is versatile and flexible.
Interview: Direct face to face conversation help in getting accurate data.
Secondary data:On the other hand are those which have already been collected by some one
else and which have been already passed on.
the method of collecting primary and secondary data differs since primary data are to
be originally collected while in case in secondary data the nature of data collections works is
merely that of compilation. As:
Internet
Books
Journal
Manuals
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Annual reports
SAMPLE DESIGN
A sampling design is a definite plan for obtaining a sample for a given population. It refers to
the techniques and procedure the researcher would adopt in selecting items for sample design
is determined before data is collected. The sample size should also be ascertained before
starting the research program.
I have choosen a sample size of the 20 employee.
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CHAPTER 4
ANALYSIS & INTERPRETATION
ANALYSIS
MACROANALYSIS
MICROANALYSIS
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MACRO ANALYSIS
INTERPRETATION OF SKILL MATRIX OF HALL NO.1
LINE-1
In the Hall No. 1 on line-1, there are 13 workers and total number of machines is 12. With the
help of skill matrix of workers, prepared on the basis of the star level parameters we can
interpret the skill level of workers of line-1as follows:-
There are 45.51% workers on the star 1 level There are 19.87% workers on the star 2 level There are 13.46% workers on the star 3 level There are 00.00% workers on the star 4 level There are 07.05% workers on the star 5 levelRests of the 14.11% workers are those who are not rotated on all of the machines.
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Star- 1
46%
Star- 2
20%
Star- 3
13%
Star- 4
0%
Star- 5
7%
Not Rotated
14%
HALL 1
Line - 1
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LINE-2
In the Hall No. 1 on line-2, there are 20 workers and total number of machines is 11. With the
help of skill matrix of workers, prepared on the basis of the star level parameters we can
interpret the skill level of workers of line-2 as follows:-
There are 52.27% workers on the star 1 level onLine-2 There are 18.18% workers on the star 2 level onLine-2 There are 13.18% workers on the star 3 level onLine-2 There are 03.18% workers on the star 4 level onLine-2 There are 08.18% workers on the star 5 level onLine-2Rests of the 05.01% workers are those who are not rotated on all of the machines.
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Star- 1
53%
Star- 2
18%
Star- 3
13%
Star- 4
3% Star- 5
8%
Not Rotated
5%
HALL 1
Line - 2
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LINE-3
In the Hall No. 1 on line-3, there are 14 workers and total number of machines is 11. With the
help of skill matrix of workers, prepared on the basis of the star level parameters we can
interpret the skill level of workers of line-3 as follows:-
There are 51.94% workers on the star 1 level on Line-3 There are 13.63% workers on the star 2 level onLine-3 There are 12.33% workers on the star 3 level onLine-3 There are 05.84% workers on the star 4 level onLine-3 There are 01.94% workers on the star 5 level onLine-3Rests of the 14.32% workers are those who are not rotated on all of the machines.
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Star- 1
52%
Star- 2
14%
Star- 3
12%
Star- 4
6%
Star- 5
2% Not Rotated
14%
HALL 1
Line - 3
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LINE-4
In the Hall No. 1 on line-4, there are 17 workers and total number of machines is 12. With the
help of skill matrix of workers, prepared on the basis of the star level parameters we can
interpret the skill level of workers of line-4 as follows:-
There are 30.88% workers on the star 1 level There are 22.05% workers on the star 2 level There are 15.68% workers on the star 3 level There are 06.86% workers on the star 4 level There are 02.94% workers on the star 5 levelRests of the 21.59% workers are those who are not rotated on all of the machines.
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Star- 1
31%
Star- 222%
Star- 316%
Star- 4
7%
Star- 5
3%
Not Rotated
21%
HALL 1
Line - 4
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LINE-9
In the Hall No. 2 on line-9, there are 23workers and total number of machines is 18. With the
help of skill matrix of workers, prepared on the basis of the star level parameters we can
interpret the skill level of workers of line-9 as follows:-
There are 00.48% workers on the star 1 level There are 02.17% workers on the star 2 level There are 10.86% workers on the star 3 level There are 33.57% workers on the star 4 level There are 04.10% workers on the star 5 levelRests of the 48.82% workers are those who are not rotated on all of the machines.
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Star- 1
0%
Star- 2
2%
Star- 3
11%
Star- 4
34%
Star- 5
4%
Not Rotated
49%
HALL 2
Line - 9
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LINE-10
In the Hall No. 2 on line-10, there are 21workers and total number of machines is 20. With
the help of skill matrix of workers, prepared on the basis of the star level parameters we can
interpret the skill level of workers of line-10 as follows:-
There are 00.47% workers on the star 1 level There are 03.09% workers on the star 2 level There are 13.57% workers on the star 3 level There are 07.38% workers on the star 4 level There are 05.23% workers on the star 5 level
Rests of the 70.26% workers are those who are not rotated on all of the machines.
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Star- 1
1%
Star- 2
3%
Star- 3
14%Star- 4
7%
Star- 5
5%
Not Rotated
70%
HALL 2
Line - 10
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LINE-11
In the Hall No. 2 on line-11, there are 18workers and total number of machines is 17. With
the help of skill matrix of workers, prepared on the basis of the star level parameters we can
interpret the skill level of workers of line-11 as follows:-
There are 00.00% workers on the star 1 level There are 03.92% workers on the star 2 level There are 10.78% workers on the star 3 level There are 07.51% workers on the star 4 level There are 01.30% workers on the star 5 level
Rests of the 76.49% workers are those who are not rotated on all of the machines.
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Star- 1
0%
Star- 2
4%
Star- 3
11%
Star- 4
8%
Star- 5
1%
Not Rotated
76%
HALL 2
Line - 11
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LINE-12
In the Hall No. 2 on line-12, there are 19workers and total number of machines is 19. With
the help of skill matrix of workers, prepared on the basis of the star level parameters we can
interpret the skill level of workers of line-12 as follows:-
There are 00.00% workers on the star 1 level There are 00.00% workers on the star 2 level There are 16.34% workers on the star 3 level There are 00.00% workers on the star 4 level There are 00.50% workers on the star 5 level
Rests of the 83.16% workers are those who are not rotated on all of the machines.
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Star- 1
0%
Star- 2
0%
Star- 3
16%
Star- 4
0% Star- 5
1%
Not Rotated
83%
HALL 2
Line - 12
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INTERPRETATION OF SKILL MATRIX OF HEAT TREATMENT
In the Heat treatment section there is not any line system for machines, there are 24 workers
and total number of machines is 19. With the help of skill matrix of workers we can interpret
the skill level of workers of Heat Treatment on the basis of star level parameters as follows:-
There are 00.75% workers on the star 1 level There are 00.93% workers on the star 2 level There are 04.32% workers on the star 3 level There are 06.95% workers on the star 4 level There are 11.27% workers on the star 5 levelRests of the 75.28% workers are those who are not rotated on all of the machines.
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Star- 11%
Star- 2
1%
Star- 34% Star- 4
7%
Star- 5
11%
Not Rotated
76%
HEAT TERATMENT
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INTERPRETATION OF SKILL MATRIX OF TOOL ROOM
TURNING & MILLING SECTION:-
In the Turning & Milling section there is not any line system for machines, there are 15
workers and typeof machines is 7. With the help of skill matrix of workers we can interpret
the skill level of workers of Heat Treatment on the basis of star level parameters as follows:-
There are 00.00% workers on the star 1 level There are 09.52% workers on the star 2 level There are 27.61% workers on the star 3 level There are 01.90% workers on the star 4 level There are 01.90% workers on the star 5 levelRests of the 59.07% workers are those who are not rotated on all of the machines.
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Star- 1
0%
Star- 2
9%
Star- 3
28%
Star- 4
2%Star- 5
2%
Not Rotated
59%
TURNING & MILLING
SECTION
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GRINDING, FITTING & WELDING SECTION:-
In the Grinding, Fitting & Welding section there is not any line system for machines, there
are 12 workers and typeof machines is 8. With the help of skill matrix of workers we can
interpret the skill level of workers of Heat Treatment on the basis of star level parameters as
follows:-
There are 02.08% workers on the star 1 level There are 04.16% workers on the star 2 level There are 15.62% workers on the star 3 level There are 05.20% workers on the star 4 level There are 02.08% workers on the star 5 level
Rests of the 70.86% workers are those who are not rotated on all of the machines.
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Star- 1
2%
Star- 2
4%
Star- 3
16%
Star- 4
5%
Star- 5
2%
Not Rotated
71%
GRINDING, MILLING & WELDING
SECTION
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RESHAPING & INSPECTION SECTION:-
In the resharpning& inspection section there is not any line system for machines, there are 5
workers and typeof machines is 5. With the help of skill matrix of workers we can interpret
the skill level of workers of Heat Treatment on the basis of star level parameters as follows:-
There are 08.00% workers on the star 1 level There are 04.00% workers on the star 2 level There are 28.00% workers on the star 3 level There are 28.00% workers on the star 4 level There are 08.00% workers on the star 5 level
Rests of the 24.00% workers are those who are not rotated on all of the machines.
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Star- 1
8%
Star- 2
4%
Star- 3
28%
Star- 4
28%
Star- 5
8%
Not Rotated
24%
RESHARPNING & INSPECTION
SECTION
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INTERPRETATION OF SKILL MATRIX OF QUALITY ASSURANCE
In the Quality Assurance department there are 22 workers who provide services to the plant.
With the help of skill matrix of workers, prepared on the basis of the star level parameters we
can interpret the skill level of workers of Central Services as follows:-
There are 00.00% workers on the star 1 level
There are 00.00% workers on the star 2 level There are 25.00% workers on the star 3 level There are 50.00% workers on the star 4 level There are 25.00% workers on the star 5 level
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Star- 1
0%
Star- 2
0%
Star- 3
25%
Star- 4
50%
Star- 5
25%
QUALITY ASSURANCE
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Star- 1
9% Star- 2
14%
Star- 3
50%
Star- 4
27%
Star- 5
0%
CENTRAL SERVICES
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MICRO ANALYSIS
ANALYSIS AND INTERPRETATION OF QUESTIONNAIRE-
Questionnaire was prepared in a view to study the changes in the performance skills and
abilities of the employees of WAVE GROUPS after the training programme was imparted to
them. For this I have taken a sample size of 20 employees and made an analysis.
Few questions are of general types consisting of employee name and their designation, age
sex etc.
1. Do you receive any kind of Training?
A. YES B. NO
All 20 workers taken as sample size said they all have attended many training
programmes. The ratio for Yes is 100% and 0% for No.
100%
0%
Do you receive any kind of Training?
Yes No
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2. Which type of training do you received?
A. Technical B. Behavioral C. Managerial
Out of 20 workers 28% workers said they have attended mostly technical training
programmes, 72% said they have attended mostly behavioral training programmes and no
one attended managerial training programme.
3 Are you aware of training policies?
a. YES b. No
0
20
40
60
80
Technical 28% Behavioral
72%
Managerial
0%
Which type of training do you received?
%
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Out of 20 workers 99% workers are not aware about the training policies of theorganization.
Only 1% workers aware to the policies.
4. Are you able to understand clearly whatever is covered during the training?a. YES b. NO
All the 20 workers said they understand clearly the topic covered in the training programme.
5. Do you feel that the training received by you is relevant to your work?a. YES b. NO
1%
99%
Are you aware of training policies?
Yes No
100%
0%
Are you able to understand clearly whatever is covered during
the training?
Yes No
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Out of sample size 9% workers think that the training received by them is not relevant to
their work. Rests 91% think the training is relevant.
6. Do you feel any kind of difficulty during the training?a. YES b. NO
All the 20 workers said that they dont feel any difficulty during the training programmes they
have attended till now.
0
20
40
60
80
100
Yes 91% N0 9%
Do you feel that the training received by you is relevant
to your work?
%
0%
100%
Do you feel any kind of difficulty during the training?
Yes No
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7. Is there a system of taking your feedback of the training that you receive?a. YES b. NO
All the 20 workers said yes there is a system of taking feedback of the training
programmes.
8. Do you apply to your work situation whatever you learn during the training?a. YES b. NO
0%
100%
Is there a system of taking your feedback of the training
that you receive?
Yes No
0
20
40
60
80
Yes 75% No 25%
Do you apply to your work situation whatever you learn
during the training?
%
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Out of sample size 75% workers are capable to apply whatever they learn during the training
programme and rests of 25% are those who are not capable to apply the knowledge, they got
during the training session.
9. Are you satisfied with the existing training & development system?a. YES b. NO
b.
Out of sample size of 20 workers 63% are satisfied with the existing system of training &
development in organization. Rests of 37% workers are not on a satisfactory position
10.Does your company maintain the training records?a. YES b. NO c. Dont know
0 20 40 60 80
Yes 63%
No 37%
Are you satisfied with the existing training &
development system?
%
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Out of the sample size mostly workers dont know that the company maintains their training
record or not. About training record maintained or not by company 63% workers said they
dont know 24% said yes and 7% said no
11.Does your company identify Need for training?a. YES b. NO
Out of sample size mostly workers think that there is not training need is not identified by the
company. The ratio for the above question is 90% for no and 10% for yes.
0
10
20
30
40
5060
70
Yes 24% No 7% Don't know 69%
Does your company maintain the training records?
%
Yes
10%
No
90%
Does your company identify Need for training?
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12.Does your company identify Need for training for freshers as well as for presentemployers?
a. YES b. NO c. Cant say
Mostly workers said yes. Out of sample size 50% workers said yes, 44% nothing and 6% no.
13.Does your company use Job Rotation methods to train employees?a. YES b. NO c. Cant say
50%
6%
44%
Does your company identify Need for training for
freshers as well as for present employers?
Yes No Can't say
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Out of sample size about the above question everyone told, 98% workers said yes, 2% said
no.
14.Do you think evaluation is done properly?a. YES b. NO
Out of sample size about the above question 60% said no, and 40% said yes.
15.Do you think training policies are followed adequately?
0
20
40
60
80100
Yes 98% No 2% Can't say 0%
Does your company use Job Rotation methods to train
employees?
%
0
10
20
30
40
50
60
Yes 40% No 60%
Do you think evaluation is done properly?
%
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a. YES b. NO c. Cant say
Out of the sample size about the above question 29% employees said yes, 1% no, and 70%
said cant say.
29%
1%70%
Do you think training policies are followed adequately?
Yes No Can't say
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5. FINDINGS & SUGGESTIONS:
FINDINGS.
The top management rewards superiors for carrying out effective training.
The top management plans and budgets systematically made for training
Behavioral objectives are precise.
Trainers provide limited counseling and consulting services to the rest of theorganization.
The benefits of training and development are clear to the top management
SUGGESTIONS..
In the era of the globalization the organization has to face new challenges in the present
context and achieve its objectives. It must be dynamic, desalinated efficient especially in the
training, development placement and promotion of its personnel. The huge investment in the
industrial sectors demand better operational efficiency, better management of capital and
above all, better management & development of human resources.
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Training and development programme should be based on specific needs ofthe organization and its employees.
Selection of participants should be made on the basis of the needs of theemployees & objectives of the programme.
New technology and methods of training should be used to make it interestingfor the employees.
The programme should be frequently revised so as to be in tune with the everchanging business and economic environment.
Both in company & external agencies programmes should be evaluatedproperly for measuring their effectiveness.
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6. CONCLUSION
Private sector occupies a pivotal position in the Indian economy. It is considered as a
pacesetter for the rest of the economy. It has expanded enormously and contributed a lot
towards the economic growth of country by adding a major share in the net national product
generating gainful employment & growth of every organization depends on the quality of the
manpower,& its people improvement & utilization in suitable challenging jobs. Training and
development is an important aspect of proffessionalisation of our executive cadre. There is no
doubt that training and development can do lot for development of its personnel. Training and
Development can do lot for its personnel. Training and Development is an integral part of the
Human Resource Development HRD. It is an important tool for the organization. To sharpen
executive knowledge with the object of strengthening & profit maximization of the
organization.
In WAVE INDUSTRIES also training is very helpful towards organization and
employees. The employee attended training program of the company the were also benefited
by it in terms that their performance increased, also almost 70% of the employees also found
changes in terms of productivity i.e. they gained more professional knowledge also almost all
of them can discuss their needs with their superiors. We can therefore say, that training
programs discuss their needs with their superiors. We can therefore say, that training
programs are not only beneficial for the company but also beneficial for the employees
working and personal life.
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Therefore training programs should be implemented in every organization for the survival in
the world and achievement of the objectives.
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7. BIBLOGRAPHY
Books referred
C.R Kothari - Research Methodology
BeriMarketing Research (Tata McGraw Hill) , 1993 , 2
nd
Edition K Aswathappa , Human Resource and management, (Tata McGraw - Hill)
HR and PM, 2003, 3rdEdition
Dessler - Human Resource management ( Prentice - Hall) 9thEdition Robbins S.P.Organizational Behaviour (Pearson Education , 2003 , 10thEdition) Pareek U.Training Instruments for HRD and OD (Tata McGraw Hill) , 2ndEdition
Websites
http://www.pdf-search-engine.com
http://www.mbajunction.com
http://www.hronline.com
http://www.gharidetergent.com
http://www.pdf-search-engine.com/http://www.mbajunction.com/http://www.hronline.com/http://www.hronline.com/http://www.mbajunction.com/http://www.pdf-search-engine.com/ -
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ANNEXURES
-: Questionnaire:-
1. Do you receive any kind of Training?a. YES
b. NO.
2. Which type of training do you receive?a. Technical
b. Managerial
c. Behavioral
3. Are you Aware of training policies?a. YES
b. NO
4. Are you able to understand clearly whatever is covered during the training?a. YES
b. NO
5. Do you feel that the training received by you are relevant to your work?
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a. YESb. NO
6. Do you feel any kind of difficulty during the training?a. YES
b. NO
7.
Is there a system of taking your feedback of the training that you receive?
a. YESb. NO
8. Do you apply to your work situation whatever you learn during the training?a.
YES
b. NO
9. Are you satisfied with the existing training & development system?a. YES
b. NO
10.Does your company maintain the training records?a. YES
b. NO
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11.Does your company identify Need for training?a. YES
b. NO
12.Does your company identify Need for training for freshers as well as for presentemployers?
a. YESb. NOc. CANT SAY
13.Does your company use Job Rotation methods to train employees?a. YES
b. NOc. CANT SAY
14.Do you think evaluation is done properly?a. YES
b. NO