A PROJECT REPORT

ON

TRAINING & DEVELOPMENT PROCESS FOR UNIVERSAL CONSTRUCTION MACHINARY & EQUIPMENT PVT. LTD. RUDRAPUR
Submitt ! T" COLLEGE OF ENGINEERING IN PARTIAL FULFILLMENT OF THE REQUIREMENT OF THE AWARD FOR THE DEGREE OF MBA (Dual Degree) Under TEERTHANKER MAHAVEER UNIVERSITY UNDER THE GUIDANCE OF Faculty Guide Mr. Sidart Mat ur Company Guide Name and De!i"nation

Submitted by #ANU$ %UMAR RA&' Enrollment No.(T)*+++,-) SEMESTER I. COLLEGE OF ENGINEERING MBA (Dual Degree) TEERTHANKER MAHAVEER UNIVERSITY MORADABAD /uly 0)+1

College certificate
This is to certify that M#. A$u% &um'# R'( is pursuing two year full time Master of Business Administration (MBA) Course from Teerthanker Maha eer !ni ersity" Morada#ad as regular student" in session ($%1&'$%1()) *n compliance with the pro ision+guidelines of Teerthanker Maha eer !ni ersity" Morada#ad" ,e has #een assigned a -ummer Training .eport) The -ummer Training .eport work has #een genuinely carried out #y the student during specified period #y the uni ersity) ,e has made sincere efforts in the completion of the -ummer Training .eport work)

M#. Si!'#t) M't)u# PROJECT REPORT GUIDE*

CONTENTS
C)'%t # $". Tit+ /reface Acknowledgement 0eclaration 12ecuti e -ummary -. *ntroduction .. Company /rofile /. .e iew of 4iterature 0. .esearch O#6ecti e 1. .esearch Methodology 2. 0ata Analysis 8 *nterpretation 3. 9indings 4. 4imitations 5. Conclusion -6. -uggestions --. Bi#liography Anne2ure 35 5$ 51 5% 5& 5('5: 3 1( $5 $3 7& 77 P', $".

PREFACE
&

*t is wonderful opportunity pro ided #y Teerthanker Maha eer !ni ersity" 0elhi .oad" Morada#ad to interact with the industrial surface during the academic session of Masters of Business Administration (MBA)) * feel ery enthusiastic a#out the compulsory acti ity pro ided #y academic plot in the form of /ro6ect .eport) This training has pro ided an opportunity to understand the theoretical concept and to see that how these concepts are applica#le in practical life) ;orking with U$i7 #8'+ C"$8t#u9ti"$ M'9)i$ #( & E:ui%m $t P7t. Lt!. Ru!#'%u# was a nice opportunity gi en to me which made me understanding the working of *nsurance -ector) * am fortunate that in this interacti e session * got the pri ilege of working with U$i7 #8'+ C"$8t#u9ti"$ M'9)i$ #( & E:ui%m $t P7t. Lt!. Ru!#'%u# management starts from planning to implement and ends with the recruitment and selection process in U$i7 #8'+ C"$8t#u9ti"$ M'9)i$ #( & E:ui%m $t P7t. Lt!. Ru!#'%u#

AC&NO;LEDGEMENT
(

*t gi es me immense pleasure to place #efore my e2aminers my /ro6ect .eport T#'i$i$, & D 7 +"%m $t P#"9 88 i$ U$i7 #8'+ C"$8t#u9ti"$ M'9)i$ #( & E:ui%m $t P7t. Lt!. Ru!#'%u# My sincere acknowledgement and o erriding de#t is to my pro6ect guide

M#. Si!'#t) M't)u# <P#"= 9t Gui! > who pro ide me with the time and inspiration needed to detail out this pro6ect) -he as e er should #e thanking for his continuous and untiring support) * also e2press my sincere thanks to my parents and S)#i. Su# 8) J'i$ <C)'$9 ++"#>? M#. R.&. Mitt'+<Vi9 @C)'$9 ++"#>? M#. M'$i8) J'i$ <G#"u% Vi9 C)'i#m'$>?

'$! '++ A'9u+t( M mb #8? Lib#'#i'$ & L'b St'AA " who ha e pro ided me the re<uired information and alua#le feed#ack for completing this pro6ect report) 9inally" * cra e the faculty mem#ers of the indulgence to communicate the deficiencies in the effort) * shall #e grateful o#liged to my e2aminers for comments and their alua#le suggestions for further impro ements)

Anup =umar .ay

MBA' *** -em)

DECLARATION
:

*" A$u% &um'# R'( " here#y declare that the report for Summ # T#'i$i$, P#"= 9t entitled T#'i$i$, & D 7 +"%m $t P#"9 88 i$ U$i7 #8'+ C"$8t#u9ti"$ M'9)i$ #( & E:ui%m $t P7t. Lt! Ru!#'%u# is a result of my own work and my inde#tedness to other
work pu#lications" references" if any" ha e #een duly acknowledged)

/lace > Morada#ad 0ate >

(-ignature) (Anup =umar .ay)

EBECUTIVE SUMMARY
?

The present report is prepared for the partial fulfillment of M)B)A) and as a part of curriculum) This is an attempt to determine and do a T#'i$i$, & D 7 +"%m $t P#"9 88 i$ U$i7 #8'+
C"$8t#u9ti"$ M'9)i$ #( & E:ui%m $t P7t. Lt! Ru!#'%u# To pursue the research area are

commercial areas like Morada#ad was chosen)

;here the sur ey conducted through

@uestionnaire and *nter iew) The data collection is as analyAed and some practical tools were applied to get inferences from the sur ey) The results are printed in forms of graphs and diagrams) The report has two sections" in its first section company and industry profile is gi en" where as in second section" research methodology is gi en which includes sample design" analysis on sample and findings are gi en) -uggestions with respect to the sur ey for future impro ement is gi en to impro e the sur ey #ecause there competitors ha e also taken up the sur ey) At the end of the report limitations" -;OT analysis" Conclusion of the research) 4ast there is Bi#liography)

INTRODUCTION

INTRODUCTION
3

A program of training and de elopment is important as it lends sta#ility and fle2i#ility to an organiAation" #esides contri#uting to its capacity to grow) Accidents" scrap and damage to machinery and e<uipment can #e a oided or minimiAed thanks to the programmes) 9urthermore" future needs of employees will #e taken care of #y training and de elopment) Training and de elopment acti ities are designed" considera#le costs notwithstanding" to impart specific skills" a#ilities and knowledge to employees) 0istinction is often made #etween training and education and #etween these two and de elopment) Training refers to imparting specific skills) 1ducation is the process of theoretical learning in classrooms) 0e elopment refers to learning opportunities designed to help employees grow and e ol e a ision a#out the future) All the three form a part of training and de elopment B only target groups of employees differ) Training is confined to shop' floor workers and de elopment is meant for e2ecuti es) 1ducation" of course is needed for all employees" irrespecti e of their hierarchy) -uccessful candidate placed on the 6o#s need training to perform their duties effecti ely) ;orkers must #e trained to operate machines" reduce scrap and a oid accidents) *t is not only the workers who need training) -uper isors" managers and e2ecuti es also need to #e de eloped in order to ena#le them to grow and ac<uire maturity of thought and action) Training and de elopment constitute an ongoing process in any organiAation) This pro6ect is de oted to a detailed discussion on the nature and process of training and de elopment in a typical industrial esta#lishment) -kill" education" de elopment" ethics" attitudinal changes and decision'making skill must go into any programme of training and de elopment)

*n the present industrial era" it is necessary to raise the skill le els and increase the ersatility and adopta#ility of employees) *nade<uate 6o# performance a decline in producti ity or changes resulting out of 6o# redesigning or a technological #reak 'through re<uire some type of training and de elopment efforts) As the 6o#s #ecome more comple2" the importance of employee de elopment also increases in a rapidly changing society) C1mployee training and de elopment is not only an acti ity that is desira#le #ut also an acti ity that an organiAation must commit resources to if it is to maintain a ia#le and knowledgea#le work force)C Thus it shows that training and de elopment has #een #ecoming more and more important part of any industrial undertaking) Moreo er management a#ility does not come automatically) *t comes slowly and gradually from training e2perience and growth" since the days of the early Management pioneers" training has #een recogniAed as ital and legitimate area of corporate concern)

D Ai$iti"$ "A T#'i$i$,*

9ollowing are some of the ma6or definitions gi en #y arious scholars> According to 9lippo" CTraining is the act of increasing the knowledge and skill

of an employee for doing a particular 6o# According to lucius" CThe term training is used to indicate only a process" #y

which the aptitudes" skills and a#ilities of the employees to perform specific 6o#s are increased)C

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C)'#'9t #i8ti98 "# N'tu# "A T#'i$i$,

On the #asis of different gi en #y arious scholars and on the #asis of general knowledge the following facts can #e presented a#out the nature or training and its characteristics>

EC% $8 "$ T#'i$i$, i8 i$7 8tm $t '$! $"t D'8t', *

The most important characteristics of training are that e2penditure incurred on it is in estment and not wastage) *n other words the e2penses on training of employees will #e a recurring ad antage for the enterprises for a long run" which will #e in the form of an increased efficiency of the employees)

It # +'t 8 t" 8% 9i'+ ="b8*

The purpose of training is not to increase the general knowledge of the employees #ut to make them proficient or skillful in a special 6o#)

It i8 b $ Ai9i'+ b"t) t" t) "#,'$iE'ti"$ '$! the m%+"( 8*

Training is a process which #enefits #oth the organiAation and the employees) on the one hand "the dream of the enterprise to ha e more production is fulfilled" and on the other hand" #ecause of increased proficiency the employee get #etter remuneration #y increasing production in less time) Because of a decrease in the num#ers of accidents their life is also safe and secured)

T#'i$i$, i8 ' 9"$ti$u"u8 %#"9 88

Training is not a process which can gi e all the knowledge to an employee regarding a particular work for all time to come) ;hene er some new procedure and new technology are adopted in the enterprise" training #ecomes imperati e)

11

DiAA # $9 b tD $ T#'i$i$, '$! D 7 +"%m $t

F'8i8 Meant for 9ocus -cope Doal *nitiated #y Content Time' frame T#'i$i$, Operati es Current 6o# *ndi idual employee 9i2 current skill deficit Management -pecific 6o# related information *mmediate D 7 +"%m $t 12ecuti es Current and future 6o#s ;ork group or organiAation /repare for future work demands The *ndi idual Deneral =nowledge 4ong term

IMPORTANCE
FENEFITS OF THE FUSINESS Trained worker works more efficiency) They use machines tools" materials in a properly is thus eliminated to a large e2tent) 9ewer accidents" Trained worker need not #e put under close super ision as they know how to handle operations properly) Training makes employees more loyal to an organiAation) They will less in client to lea e the unit where there is growth opportunity) *t can ena#le employees to cope up with organiAational social 8 technological changes) FENEFITS OF THE EMPLOYESS Training makes an employee more useful to a firm) ,ence he will find employment more easily) Makes employees more efficient and effecti e) Training ena#les employees to secure promotions easily)

1$

N ! A"# T#'i$i$,
Training is needed to ser e the following purposes>) Newly recruited employees re<uire training so as to perform their tasks effecti ely) Training is necessary to prepare e2isting employees for high le el 6o#s) 12isting employees re<uire refresher training so as to keep a#reast of the latest de elopments in 6o# operations) *n the face of rapid technological changes" this is an a#solute necessity) Training is necessary to make employees mo#ile and ersatile) Training is needed to #ridge the gap #etween what the employees ha e and what the 6o# demands) Training is needed to make employees more producti e and useful in long run)

T#'i$i$, M t)"!8
Training method can #e classified #y the location of instruction) *t may #e di ided into two types *) On the Eo# Training **) Off the Eo# Training

ON THE JOF TRAINING*

*t is pro ided when the workers are taught rele ant knowledge" skills and a#ilities at the actual workplace) The widely used training methods are listed #elow)

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-. Job Instruction Training

The E*T methods are a four step instructional process in ol ing preparation" presentation" performance tryout and follow up) *t is used generally to teach workers how to do their current 6o#s) The four steps followed in the E*T methods are> The trainee recei es an o er iew of the 6o#" its purposes and its desired

outcomes" with a clear focus on the rele ance of training) The trainer demonstrates the 6o# in order to gi e the employees a model to copy) The trainer shows a right way to handle the 6o#) Ne2t" the employee is permitted to copy the trainer way) 0emonstrations #y the trainer and practice #y the trainee are repeated until the trainee masters the right way to handle the 6o#) 9inally" the employee does the 6o# independently without super ision)

.. Coaching
Coaching is a kind of daily training and feed#ack gi en to employees #y immediate super isors) *t in ol es a continuous process of learning #y doing) *t may #e as an informal" unplanned training and de elopment acti ity pro ided #y super isors and peers) *n coaching" the super isor e2plain things and answers <uestions" he throws light on why things are done the way they are" he offers a model for trainee to copyF conducts lot of decision making meetings with traineesF procedures are agreed upon and the trainee is gi en enough authority to make di isions and e en commit mistakes)

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/. Mentoring
Mentoring is the process of shaping competencies or behaviors by providing feedback, usually to subordinates or even peers, about how to achieve the best in life. Mentoring is relationship in which senior manager in organiAation assumes responsi#ility for grooming a 6unior person) Denerally" technical" interpersonal 8 political skills are con eyed in such a relationship from a more e2perienced person)

Ob= 9ti7 *
1) To help identify Mentors who can train the ne2t generation Trainees" to align and mo e into the organiAation" thus #uilding a talent pool in the years to come) $) To help in institutionaliAing a Mentoring system which would help nurture high potential indi iduals and put them on a faster learning cur eG &) -tart an initiati e that would #ring a different culture and space for the future managers)

M t)"!"+",(
Phase - I! $tiA(i$, M $t"#8 1) *dentify prospecti e Mentors)
$) *dentify the Critical Competencies re<uired for #eing a mentor) &) Map the competencies of the Mentors) () *dentify *ndi iduals who ha e maturity to #ecome Mentors)

Phase . T#'i$i$, t) M $t"#. 1) Train the Mentors on the key aspects of mentoring and process that aid in
1:

institutionaliAing mentoring as a system) $) A three'day .ole and *dentity 4a#> This would #e designed to #uild up the energy re<uired and the commitment to the process) 1ach indi idual would need to find a conte2t" which would sustain the role that he is re<uired to play)

Phase / M $t

T#'i$i$,

A two'day workshop for all Mentees 1) To lay a conte2t for the mentees and understand of the role that heHs re<uired to play) $) Create a conte2t to understand the style and the #est fit for the Mentor Mentee Match)

APPRENTICESHIP TRAINING
Apprenticeship training dates #ack to the middle Ages" when skilled craftsmen passed on their knowledge to others as a way of preser ing the guilds) Today" apprenticeship programs are partnerships #etween la#or unions" employers" schools" and the go ernment) They are most often found in the skilled trades and professional unions such as #oiler engineers" electrical workers" pipe fitters" and carpenters) The typical apprenticeship program re<uires two years of on'the'6o# e2perience and a#out 13% hours of classroom instruction" though re<uirements ary) An apprentice must #e a#le to demonstrate mastery of all re<uired skills and knowledge #efore #eing allowed to graduate to 6ourneyman status) This is documented through testing and certification processes) Eourneymen pro ide the on'the'6o# training" while adult education centers and community colleges typically pro ide the classroom training) 9ormal apprenticeship programs are regulated #y go ernmental agencies that also set

1?

standards and pro ide ser ices)

OFF THE JOF TRAINING SIMULATIONS

-imulations are designed to mimic the processes" e ents" and circumstances of the traineeIs 6o#) 1<uipment simulators" #usiness games" in'#asket e2ercises" case studies" role playing" and #eha ior modeling" are types of simulations)

EQUIPMENT SIMULATORS.
1<uipment simulators are mechanical de ices that incorporate the same procedures" mo ements and+or decision processes that trainees must use with e<uipment #ack on the 6o#) Among those trained with this method are airline pilots" air traffic controllers" military personnel" dri ers" maintenance workers" telephone operators" na igators" and engineers) To #e effecti e the simulator and how it is used must replicate" as closely as possi#le" the physical and psychological (time pressures" conflicting demands" etc)) aspects of the 6o# site) To facilitate this" the e<uipment operators and their super isors should #e in ol ed in the simulation design and pre' testing) This reduces potential resistance to the training and" more importantly" increases the degree of fidelity #etween the simulation and the work setting)

FUSINESS GAMES.
Business games attempt to reflect the way an industry" company" or functional area operates) They also reflect a set of relationships" rules" and principles deri ed from

17

appropriate theory (e)g)" economics" organiAational #eha ior" etc))) Many #usiness games represent the total organiAation" #ut some focus on the functional responsi#ilities of particular positions within an organiAation (e)g)" marketing director" human resource manager)) These are called functional simulations) Dames that simulate entire companies or industries pro ide a far #etter understanding of the #ig picture) They allow trainees to see how their decisions and actions influence not only their immediate target #ut also areas that are related to that target) /rior to starting the game trainees are gi en information descri#ing a situation and the rules for playing the game) They are then asked to play the game" usually #eing asked to make decisions a#out what to do gi en certain information) The trainees are then pro ided with feed#ack a#out the results of their decisions" and asked to make another decision) This process continues until some predefined state of the organiAation e2ists or a specified num#er of trials ha e #een completed) 9or e2ample" if the focus is on the financial state of a company" the game might end when the company has reached a specified profita#ility le el or when the company must declare #ankruptcy) Business games in ol e an element of competition" either against other players or against the game itself) *n using them" the trainer must #e careful to ensure that the learning points are the focus" rather than the competition)

IN@FAS&ET TECHNIQUE.
The in'#asket techni<ue simulates the type of decisions that would typically #e handled in a particular position such as a sales manager or operations manager) *t affords an opportunity to assess and+or de elop decision'making skills and attitudes) To #egin the e2ercise" trainees are gi en a description of their role (a current or future

13

6o#) and general information a#out the situation) Trainees are then gi en a packet of materials (such as re<uests" complaints" memos" messages" and reports) which make up the in'#asket) They are asked to respond to the materials within a particular time period (usually $ to ( hours)) ;hen the in'#asket is completed" the trainer asks the trainee to identify the processes used in responding to the information and to discuss their appropriateness) The trainer pro ides feed#ack" reinforcing appropriate decisions and processes or asking the trainee to de elop alternati es) A ariation is to ha e trainees discuss their processes in a group format moderated #y the trainer) ,ere the trainer should attempt to get the trainees to disco er what worked well" what didnIt and why)

CASE STUDY.
Case studies are most often used to simulate strategic decision'making situations" rather than the day'to'day decisions that occur in the in'#asket) The trainee is first presented with a history of the situation in which a real or imaginary organiAation finds itself) The key elements and pro#lems" as percei ed #y the organiAationIs key decision makers" may also #e pro ided) Case studies range from a few pages in length to more than a hundred) Trainees are asked to respond to a set of <uestions or o#6ecti es) .esponses are typically" though not always" in written form) 4onger cases re<uire e2tensi e analysis and assessment of the information for its rele ance to the decisions #eing made) -ome re<uire the trainee to gather information #eyond what was in the case) Once indi iduals ha e arri ed at their solutions" they discuss the diagnoses and solutions that ha e #een generated in small groups" large groups" or #oth) *n large groups a trainer should facilitate and direct the discussion) The trainer

15

must guide the trainees in e2amining the possi#le alternati es and conse<uences without actually stating what they are) ;ritten and oral responses to the case are e aluated #y the trainer) The trainer should con ey that there is no single right or wrong solution to the case" #ut many possi#le solutions depending on the assumptions and interpretations made #y the trainees) The alue of the case approach is the traineesI application of known

concepts and principles and the disco ery of new ones)

ROLE PLAY.
The role play is a simulation of a single e ent or situation) Trainees who are actors in the role play are pro ided with a general description of the situation" a description of their roles (e)g)" their o#6ecti es" emotions" and concerns) and the pro#lem they face) .ole plays differ in the amount of structure they pro ide to the actors) A structured role play pro ides trainees with a great deal of detail a#out the situation that has #rought the characters together) *t also pro ides in greater detail each characterIs attitudes" needs" opinions" and so on) -tructured role plays may e en pro ide a scripted dialog #etween the characters) This type of role play is used primarily to de elop and practice interpersonal skills such as communication" conflict resolution" and group decision making) -pontaneous role plays are loosely constructed scenarios in which one trainee plays herself while others play people that the trainee has interacted with in the past (or will in the future)) The o#6ecti e of this type of role play is to de elop insight into oneIs own #eha ior and its impact on others) ,ow much structure is appropriate in the scenario will depend on the learning o#6ecti es)

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;hether structured or spontaneous" role plays may also differ #ased on the num#er of trainees in ol ed) -ingle" multiple" and role'rotation formats pro ide for more or less participation in the role play) *n a single role play" one group of trainees role plays while the rest of the trainees o#ser e) ;hile o#ser ing" other trainees analyAe the interactions and identify learning points) This pro ides a single focus for trainees and allows for feed#ack from the trainer) This approach may cause the role players to #e em#arrassed at #eing the center of attention" leading to failure to play the roles in an appropriate manner) *t also has the draw#ack of not permitting the role players to o#ser e others perform the roles) ,a ing non'trainees act out the role play may eliminate these pro#lems" #ut adds some cost to the training) *n a multiple role play" all trainees are formed into groups) 1ach group acts out the scenario simultaneously) At the conclusion" each group analyAes what happened and identifies learning points) The groups may then report a summary of their learning to the other groups" followed #y a general discussion) This allows greater learning as each group will ha e played the roles somewhat differently) Multiple role plays allow e eryone to e2perience the role play role play in a short amount of time" #ut may reduce the <uality of feed#ack) The trainer will not #e a#le to o#ser e all groups at once" and trainees are usually reluctant to pro ide constructi e feed#ack to their peers) *n addition" trainees may not ha e the e2perience or e2pertise to pro ide effecti e feed#ack) To o ercome this pro#lem" ideo tapes of the role plays can #e used #y the trainee and+or trainer for e aluation) The role'rotation method #egins as either a single or multiple role play) ,owe er" when the trainees ha e interacted for a period of time" the role play is stopped)

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O#ser ers then discuss what has happened so far and what can #e learned from it) After the discussion" the role play resumes with different trainees picking up the roles from some" or all" of the characters) .ole rotation demonstrates the ariety of ways the issues in the role play may #e handled) Trainees who are o#ser ers are more acti e than in the single role play since they ha e already participated or know they soon will #e participating) A draw#ack is that the progress of the role play is fre<uently interrupted" creating additional artificiality) Again" trainees may #e inhi#ited from pu#licly criti<uing the #eha ior of their fellow trainees)

FEHAVIOR MODELING.
Beha ior modeling is used primarily for skill #uilding arid almost always in com#ination with some other techni<ue) *nterpersonal skills" sales techni<ues" inter iewee and inter iewer #eha ior" and safety procedures are among the many types of skills that ha e #een successfully learned using this method) ;hile li e models can #e used" it is more typical to ideo tape the desired #eha ior for use in training) The steps in #eha ior modeling can #e summariAed as follows> 1) 0efine the key skill deficiencies $) /ro ide a #rief o er iew of rele ant theory &) -pecify key learning points and critical #eha iors to watch for () ,a e an e2pert model the appropriate #eha iors :) ,a e trainees practice the appropriate #eha iors in a structured role play ?) ,a e the trainer and other trainees pro ide reinforcement for appropriate imitation of the modelIs #eha ior

$$

Beha ior modeling differs from role plays and games #y pro iding the trainee with an e2ample of what the desired #eha ior looks like prior to attempting the #eha ior) ;hile this method is primarily #eha ioral" steps $ and & reflect the cogniti ely oriented learning features of the techni<ue) 9eed#ack to the trainee is especially powerful when ideo is used to record #oth the modelIs and the traineeIs

performance) Through split screen de ices" the performance of the model and the trainee can #e shown side #y side) This allows the trainee to clearly see where impro ements are needed) -imulations are not good at de eloping declarati e knowledge) -ome initial le el of declarati e and procedural knowledge is necessary #efore a simulation can #e used effecti ely) Although some knowledge de elopment can occur in simulations" usually other methods are re<uired for this type of learning) -imulations pro ide a conte2t in which this knowledge is applied) *mpro ing the traineesI a#ility to apply knowledge (i)e)" facts" procedures" and strategies) is the focus of simulations) -imulations do a good 6o# of de eloping skills #ecause they> simulate the important conditions and situations that occur on the 6o# allow the trainee to practice the skill pro ide feed#ack a#out the appropriateness of their actions

1ach of the different formats has particular types of skills for which they are more appropriate> Mechanical" machine operation and tool'usage skills are #est learned through use of e<uipment simulators)

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Business decision'making skills (#oth day to day and strategic)" planning" and comple2 pro#lem sol ing can #e effecti ely learned through the use of #usiness games)

The in'#asket techni<ue is #est suited to de elopment of strategic knowledge used in making day'to'day decisions)

Case studies are most appropriate for de eloping analytic skills" higher'le el principles" and comple2 pro#lem'sol ing strategies) Because trainees do not actually implement their decision+solution" its focus is more on what to do (strategic knowledge) than on how to get it done (skills))

.ole plays pro ide a good

ehicle for de eloping interpersonal skills and

personal insight" allowing trainees to practice interacting with others and recei ing feed#ack) They are an especially effecti e techni<ue for creating attitude change" allowing trainees to e2perience their feelings a#out their #eha ior and othersI reactions to it)

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TRAINING PROCESS
STEP* - N ! A$'+(8i8*
J *dentification of Training Needs> 1)1) 9or 12ecuti es> =ey duties 8 responsi#ilities are mentioned positionwise" after that re<uired competency to carry out those duties 8 responsi#ilities are mentioned (Deneric" #eha ioral 8 technical)) Thereafter competence le el of each indi idual is taken) 1)$) 9or workers> *t is recommended #y concerned ,)O)0) 1)&) OrganiAational Need Basis> *t is recommended #y .O)0 ,.)

STEPS* . T#'i$i$, D 8i,$* ..-. P# %'#'ti"$ "A T#'i$i$, C'+ $!'#*

a) Kearly calendar #) Monthly training calendar

.... I! $tiAi9'ti"$ "A T#'i$i$, F'9u+t(*

According to the training program" training faculty is identified

STEP* / T#'i$i$, Im%+ m $t'ti"$* /.-. Im%'#ti$, T#'i$i$,

a) As per training need attached Nomination is recei ed from concerned ,O0 for seminar+ e2ternal specialiAed training program)

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Appro als are to #e o#tained for the training programs (outhouse training) from ,)O)0 ,. #) Attendance sheet is filled during the training program) c) Training feed#ack is o#tained at the end of the training program)

STEP* 0 T#'i$i$, E7'+u'ti"$8

Training 1 aluation is to #e made on the #asis of the feed#ack gi en #y the ,O0 this is to #e done within three month after the training) Then the training records are maintained)

R 8u+t8 '$! 9"$9+u8i"$8

The training need of the e2ecuti es and workers were found with recommendation from ,O0s and analysis of their 6o# responsi#ilities) The needs identified were associated with the competencies which the employees need to de elop to effecti ely to carry out their 6o# responsi#ilities) The training also aims to honor their e2isting skills to work in a producti e manner) The training imparted is not 6ust limited to the technical specification of their work #ut also one of its o#6ecti es was to de elop the personality and attitude in the employees) This was done to keep in mind the comprehensi e nature of the training imparted and increased emphasis on the human resource of the company) 9or the period April %:'Mar%? the num#er of training programs were only 3(")But for the periodApr%?'Mar%7 the num#er of training programs ha e #een increased to $%% with more emphasis on the safety training )Out of these $%% programs (%L were of safety training" $L for *nduction training" 1?L for *T training" 1$L for #eha ioral

$?

training" 1:L for Core function training) -ome of the findings from the TN* e2ercise are as follows> *t was found that in the company safety is the top priority as the training programs for safety are ma2imum i)e) (%L) *t was also seen that the thrust on training for <uality impro ement was a lot sighting) *t re eals the fact that the organiAation is pretty open to new techni<ues of production which are also en ironment friendly)

The analysis of training calendar gives the following results:

The total num#er of employees trained for the year AprO?'March%7 around &5&1 co ering a total of $:3(% hours and &$&% num#er of man days (1 man'day M 3hours)) The man days planned for this period were &3%% of which 3:L were achie ed)

T#'i$i$, '$! Hum'$ R 8"u#9 M'$', m $t

The ,. functioning is changing with time and with this change" the relationship #etween the training function and other management acti ity is also changing) The training and de elopment acti ities are now e<ually important with that of other ,. functions) Done are the days" when training was considered to #e futile" waste of time" resources" and money) Now'a'days" training is an in estment #ecause the departments such as" marketing 8 sales" ,." production" finance" etc depends on training for its sur i al) *f training is not considered as a priority or not seen as a ital part in the organiAation" then it is difficult to accept that such a company has

$7

effecti ely carried out ,.M) Training actually pro ides the opportunity to raise the profile de elopment acti ities in the organiAation) To increase the commitment le el of employees and growth in <uality mo ement (concepts of ,.M)" senior management team is now increasing the role of training) -uch concepts of ,.M re<uire careful planning as well as greater emphasis on employee de elopment and long term education) Training is now the important tool of ,uman .esource Management to control the attrition rate #ecause it helps in moti ating employees" achie ing their professional and personal goals" increasing the le el of 6o# satisfaction" etc) As a result training is gi en on a ariety of skill de elopment and co ers a multitude of courses)

$3

COMPANY PROFILE

$5

COMPANY PROFILE
!ni ersal came into #eing in * 57( with the ision of Mr) .ohidaas alias 0adasahe# More to forge ahead in the sphere of construction e<uipment manufacturing) *t started #y taking #a#y steps of supplying oil lu#ricant pumps and gear #o2es to ma6or industrial giants) -ince then" !ni ersal has achie ed great heights with itHs e2pertise and detailed e2ecution) *n the mid eighties" !ni ersal pro ed its mettle #y creating a nitric acid pump to #e used in * *ndiaHs com#at weapon '1he /rith i missile) *n 153$" the de elopment of the Concrete Block Making Machine catapulted) 0adasha#e into the construction e<uipment manufacturing frame) ;ith a workforce of &% to (% workers" !ni ersal started manufacturing small concrete mi2ers at its ;ar6e ;orkshop" which was set up in 1551) *n the same year" !ni ersal achie ed yet another striking goal #y e2porting its products to -ri 4anka)

MISSION*

&%

Our <uest is to achie e the pinnacle in technology'#ased construction solution powered #y an e en greater desire to #e socially responsi#le) Our mission is growth through inno ation and ideas) ;e #elie e in #uilding successful long term relationships with our customers #y offering integrated solutions and ser ices e2ceeding their e2pectationsN *t is our endea or to grow continuously and offer #etter ser ices to our customers) VISION

Our

ision is to pro ide inno ati e" world'class" construction e<uipments #acked #y

technically competent ser ing capa#ilities" with the prime moti e of satisfying each and e ery customer #eyond the e2pected le els of #usiness e2cellence) ;e intend to #e the largest selling construction manufacturing company #eyond #oundaries #y adhering to world class standards through strong .80 efforts" sophisticated manufacturing e<uipment" strong afterBsales support and ast glo#al reach)

&1

CORPORATE PROFILE*
;ithin the three decades of its e olution" !ni ersal has #ecome more than 6ust #eing one of lndiaIs largest engineering companies) lt has #een a pioneer of new technology" a prime mo er at e ery stage" introducing products and technologies that helped take the construction industry a giant leap forward) The state'of'the'art facilities of !ni ersal ha e rolled out o er a million construction and material handling e<uipment for its high profile" <uality'conscious clients all o er the world) ;orld'class manufacturing practices coupled with constant focus on research and de elopment" ha e #rought !ni ersal today in the league of premier corporate entities in *ndia) The !ni ersal Droup" an *-O'5%%1>$%%% Company" is among *ndiaOs leading engineering conglomerates) !ni ersal has emerged as a one'stop'shop for pro iding end'to'end solutions for the construction industry) After achie ing pan *ndia presence" !ni ersal is now aiming at the glo#al market) !ni ersal products conform to high standards of technology" performance and dura#ility) The key to !ni ersalHs future growth lies in inno ati e products supported #y e2cellent after'sales ser ices" strong financial systems and increased dealer penetration)

&$

RUDRAPUR PLANT

!N*P1.-A4 commissioned the .udrapur /lant recently in 9e#ruary $%1%" in order to cater to the growing demand from all o er the world) The plant is sprawling o er a ast industrial area in !ttarakhand and is located $:% kms) away from 0elhi) The plant is self'sufficient and well e<uipped with all modern machinery and ad anced material handling e<uipment) *t manufactures the entire range of products from the !ni ersal #ou<uet)

&&

FOARD OF DIRECTOR*
M#. R")i!'8 H. M"# Chairman Mr) .ohidas More has a technical #ackground and ast e2perience in 1ngineering) ,e started M+s !N*P1.-A4 with clients such as Telco" Alfa 4a al etc) ,is design of the Block Making Machine resulted in great success) ,e has de eloped products for defence organiAations as well) ;inning OConstroH e2hi#ition for four times" OBharat Pikas AwardH in the year 155: and O;orld @uality Commitment Dold Category AwardH glorify his credentials)

M#. R'$= t R. M"# Pice Chairman 8 M0 /ossessed with a ision to make !ni ersal the largest selling construction manufacturing company and a Dlo#al 4eader) ,e has #een honored as the Pice /resident of O/une Construction AssociationH alongwith O/rerna /uraskarH in $%%1 and O/une ki Asha AwardH in $%%&) ,e initiated the concept of O9i e Kear /lanH that ena#led the Company to spread out glo#ally and e2pand the -ales 8 -er ice network) Also" he has #een unanimously elected as the Chairman of the Builders Association of *ndia" /une Center for two consecuti e years and Pice /resident for Builders Association of *ndia)

M#. Ab)i= t R. M"# 0irector Mr) A#hi6eet More is the /roprietor of M+s !ni ersal -ales Corporation monitoring sales 8 after sales ser ice) ;ith efficient managing skills and dedication he de eloped ast dealer network 8 after sales ser ice all o er *ndia) ,is #ackground helped him handle the 4a#or force and logistics with great competence)

&(

M#8. R'$='$' M"# 0irector Mrs) .an6ana More" fondly known as Aai sahe# is the #ack#one of the !ni ersal family 8 has always lent her support to her hus#and 8 sons) -he has cultured alua#le morals into her sons which has helped them in achie ing great success) -he has also formulated a warm 8 caring relationship with the staff at !ni ersal)

M#. &. &. T'%'#i' Managing 0irector0eputy Managing 0irector with more than &: years of e2perience in di erse array of industries" his strategic 8 marketing e2pertise is alued and highly respected #y the *ndian Cement industry) ,e has #een instrumental in launching and nurturing arious prestigious #rands like the Birla Cement" .a6ashree cement" /olad -teel" ,ND /leat Dlass etc) ,is contri#ution to !ni ersal" as the 0eputy Managing 0irector has #een noteworthy after successful stints at -aurashtra -t Du6arat -idhee Cements and the Aditya Birla Droup)

M#. S. A. R !!( *ndependent 0irector Mr) -) A) .eddy has studied Management from *ndian *nstitute of Management) 0uring his work e2perience he was honoured with arious positions) ,e was also awarded with O4ifetime Achie ement AwardH from C*0C 0elhi) Mr) -A) .eddy is admired #ecause of his e2cellent Management -kills alongwith total engineering e2posure of more than :: years in /ro6ect Management 8 Construction 1<uipment Management)

M#. &u$'+ M")"+ Ad isor Ad isorMr) =unal Mohol is known for his management 8 organisational skills and also for his ital role in ,uman .esource 0e elopment) ,e is the Associate 0irector with !N*P1.-A4 groupHs other companies named" !80 -<uare -olution / t) 4td) and -=K 1la ators / t) 4td) ,e owns a few renowed mo ie houses and is also a noted and respected art critic) ,e is an e ol ad and successful entrepreneur)

&:

Smt. Vi='('t'i P'ti+ *ndependent 0irector *ndependent 0irectorMs) /atil has 13 years of association with the O-akalH group of pu#lication) -he is known for her administrati e a#ility" she has also pu#lished a #ook namedF Q-econd -econdR #ased on Time Management) Ms) /atil has #een honoured with numerous positions and awards such as the O=artutya Doura /uraskarH" OMahila Bhushan /uraskarH" OCorporate .atna Media /uraskarH" S*nno ati e /u#lisher and 12hi#itor AwardH" OArya#hushan /uraskarH to name a few)

M#. J. L. D'8)muG) *ndependent 0irector Mr) 0eshmukh has o er &( years of industry e2perience in application engineering) ,e is also known for his high OrganiAational -kills with O erseas Business know'how) 0uring his work years" he has #een honoured with many prestigious awards) ,e was associated for o er $3 years with Cummins *ndia 4td)

M#. A8)"G &. Gu%t *ndependent 0irector ;ith o er &% years of e2perience in 4a#our 4aws 8 *ndustrial .elations" he has a rich Corporate 4aw e2perience with multinational and large siAe *ndian companies) ,e is a prominent speaker in arious national management institutes in /ersonnel Management 8 4a#or 4aws) Mr) Dupte has #een honored as the /resident of 4a#or 4aw /ractitionerHs Association) ,e has also ser ed as Pice /resident of 9ederation of 4a#or 4aws practitioner Association)

&?

OUR STRENGTHS

U$i7 #8'+ b +i 7 8 t)'t R&D i8 t) b'9Gb"$ "A '$( 8u99 88Au+ "#,'$i8ti"$. Thus" through e2cellent .80" !ni ersal is in ol ed in de eloping new products 8 procedures which will contri#ute to the field of mechaniAation and de elopment of superior machines) !ni ersal has indigenously de eloped an incredi#le range of construction machines from the simple sand plastering machine to the mo#ile #atching machine) All the machines of !ni ersal are at par with the worldHs #est while deli ering their optimum performance) !ni ersal has specially designed customiAed products for Border .oad Construction OrganiAation and National Thermal /ower Corporation) At !ni ersal" a highly <ualified team of engineers create inno ati e solutions for the challenges of modern day construction industry)

A!7'$t', 8 "A t) S"AtD'# *

The software ena#les the /roduct part analysis without making an actual prototype of the product thus sa ing on time 8 cost) The software also ena#les /rocess Analysis of sheet &7

metal products thus a oiding on product failure sa ing on material cost 8 time) /roduct animation) Through these sofwares it is possi#le to 0esign parts" su# assem#lies 8 assem#lies)

&3

TRAINING CENTRE*

As a part of the OCustomer 1mpowerment /rogramH" !ni ersal took upon itself the responsi#ility of training the customerHs operators and industry associates) The training programmes are deli ered in the modern training centre located in the -hi are plant) Trainings on arious topics are imparted to the participants which could #e selection" operation" maintenance 8 optimum use of construction e<uipment and machinery etc) The training centre is well e<uipped with top'class amenities such as a li#rary" audio+ isual support" updated course material" computers and internet facility) The first'e er facility in the history of *ndian construction industry has #een appro ed #y Construction *ndustry 0e elopment Council (C*0C)" an enterprise of Do t) of *ndiaHs /lanning Commission)

&5

PRODUCT PROFILE

C"$9# ti$, S"+uti"$8

C"$9# t MiC # H -66 Lit # MiC #8

H .66 Lit # MiC #8

H R 7 #8ib+ MiC #8

(%

F't9)i$, P+'$t H M"bi+

H St'ti"$'#(

C"$9# t Pum%

F""m P+'9 #

(1

OFJECTIVE OF THE STUDY

($

OFJECTIVE OF THE STUDY

The following training o#6ecti es in keeping with the companyHs goals 8 o#6ecti es>' To study arious training 8 de elopment methods adopted #y !ni ersal Construction Machinery 8 1<uipment / t) 4td) To -tudy the neither the employees are satisfied or not towards Training 8 0e elopment procedure)

(&

LITERATURE REVIE;

((

LITERATURE REVIE;

A++i, # & J'$'G? -545I A++i, #? T'$$ $b'um? F $$ tt? T#'7 #? & S)"t+'$!? -553 Reaction criteria, which are operationaliAed #y using self'report measures" represent traineesH affecti e and attitudinal responses to the training program) ,owe er" there is ery little reason to #elie e that how trainees feel a#out or whether they like a training program tells researchers much" if anything" a#out (a) how much they learned from the program (learning criteria)" (#) changes in their 6o#'related #eha iors or performance (behavioral criteria)" or (c) the utility of the program to the organiAation (results criteria)) This is supported #y the lack of relationship #etween reaction criteria and the other three criteria) C'89i"? -55-? -554 9inally" results criteria (e)g)" producti ity" company profits) are the most distal and macro criteria used to e aluate the effecti eness of training) .esults criteria are fre<uently operational #y using utility analysis estimates ()) !tility analysis pro ides a methodology to assess the dollar alue gained #y engaging in specified personnel inter entions including training) *n summary" it is our contention that gi en their characteristic feature of capturing different facets of the criterion spaceTas illustrated #y their weak *nterco relations reported #y Alliger et al) (1557)Tthe effecti eness of a training program may ary as a function of the criteria chosen to measure effecti eness ) Thus" it is reasona#le to ask whether the effecti eness of training operational as effect siAe systematically as a function of the outcome

(:

criterion measure used) 9or instance" all things #eing e<ual" are larger effect siAes o#tained for training programs that are e aluated #y using learning ersus #eha ioral criteriaG *t is important to clarify that criterion type is not an independent or causal aria#le in this study) Our o#6ecti e is to in estigate whether the operationaliAation of the dependent aria#le is related to the o#ser ed training outcomes (i)e)"

effecti eness)) Thus" the e aluation criteria (i)e)" reaction" learning" #eha ioral" and results) are simply different operationaliAations of the effecti eness of training) Conse<uently" our first research <uestion is this> Are there differences in the effecti eness of training (i)e)" the magnitude of the ds) as a function of the operationaliAation of the dependent aria#leG G ttm'$? .66-I &#'i, #? F"#!? & S'+'8? -55/ The choice of e aluation criteria (i)e)" the dependent measure used to operationaliAe the effecti eness of training) is a primary decision that must #e made when e aluating the effecti eness proposed S'+'8 & C'$"$@F"D #8? .66-I V'$ Fu# $ & E#8Gi$ ? .66. 9our'le el model of training e aluation and criteria continues to #e the most popular) ;e used this framework #ecause it is conceptually the most appropriate for our purposes) -pecifically" within the framework of =irkpatrickHs model" <uestions a#out the effecti eness of training or instruction programs are usually followed #y asking" Q1ffecti e in terms of whatG .eactions" learning" #eha ior" or resultsGR Thus" the o#6ecti es of training determine the most appropriate criteria for assessing the effecti eness of training)

(?

T'$$ $b'um & YuG+? -55.? *n spite of the fact that Qreaction measures are not a suita#le surrogate for other inde2es of training effecti enessR" anecdotal and other e idence suggests that reaction measures are the most widely used e aluation criteria in applied settings) 9or in'stance" in the American -ociety of Training and 0e elopment $%%$ State-of-theIndustry Report, 73L of the #enchmarking organiAations sur eyed reported using reaction measures" compared with &$L" 5L" and 7L for learning" #eha ioral" and results" respecti ely) earning criteria are measures of the learning outcomes of trainingF they are not measures of 6o# performance) They are typically operational Aed #y using paper'and' pencil and performance tests)

T'$$ $b'um '$! YuG+ <-55.>? QTrainee learning appears to #e a necessary #ut not sufficient prere<uisite for #eha ior changeR) *n contrast" behavioral criteria are measures of actual on'the'6o# performance and can #e used to identify the effects of training on actual work performance) *ssues pertaining to the transfer of training are also rele ant here) Beha ioral criteria are typically operational Aed #y using super isor ratings or o#6ecti e indicators of performance) Although learning and #eha ioral criteria are conceptually linked" researchers ha e had limited success in empirically demonstrating this relationship) This is #ecause #eha ioral criteria are suscepti#le to en ironmental aria#les that can influence the transfer or use of trained skills or

(7

capa#ilities on the 6o#) 9or e2ample" the post training en ironment may not pro ide opportunities for the learned material or skills to #e applied or performed

(3

RESEARCH METHODOLOGY

(5

RESEARCH METHODOLOGY

I$t#"!u9ti"$ "A t) %#"b+ m* To find out the Training 8 0e elopment procedure of

U$i7 #8'+ C"$8t#u9ti"$ M'9)i$ #( & E:ui%m $t P7t. Lt!. Ru!#'%u#" so that the importance of the procedure may #e o#tained and the knowledge" attitude and opinion of the employees can also #e e2amined)

R 8 '#9) ! 8i,$* .esearch design is simply the framework or plan for a study" !sed
guide in collecting and analyAing data) 0escripti e research is the e2ploration of the e2isting certain phenomena) The details of the facts wont #e known) The e2isting phenomenaHs facts are not known to the persons)

-. S'm%+i$, ! 8i,$*
I. P"%u+'ti"$* -ampling unit> 1mployees of !ni ersal Construction Machinery 8 1<uipment / t) 4td)" .udrapur /lant) 12tent> !ni ersal Construction Machinery 8 1<uipment / t) 4td .udrapur /lant) Time> ? ;eeks II. S'm%+ 8iE * The sample siAe of the report is 1%% employees) of !ni ersal Construction Machinery 8 1<uipment / t) 4td" .udrapur /lant)

***) S'm%+i$, m t)"!* for the study * ha e used non pro#a#ility sampling * ha e used con enience sample)

:%

*P) T(% 8 "A D't'* 9or the study * ha e used #oth primary 8 secondary data) P) D't' C"++ 9ti"$ M t)"!8* i) ii) /rimary data was collected through <uestionnaire) -econdary data was collected the #ooks 8 internet)

T(% 8 "A !'t' D't' 8"u#9 8@ S'm%+ T""+@ S'm%+i$, u$it@ S'm%+ 8iE @ S'm%+ %#"9 !u# @ C"$t'9t m t)"!@ T(% 8 "A R 8 '#9)@ /rimary" -econdary) @uestionnaire) 1mployees 1%% only) Non /ro#a#ility Con enience sampling) 0irect) 0escripti e .esearch

:1

DATA ANALYSIS & INTERPRETATION

DATA ANALYSIS & INTERPRETATION

:$

@)1) ,ow are you getting training and de elopment in your organiAationG

Table No 1
S.N". 1) $) &) O%ti"$8 *ndi idually *n team Both P #9 $t', ?%L &:L :L

Figure No 1

INTERPRETATION*@
9rom the Figure No 1" it is interpreted that> ?%L employees are getting training and de elopment indi idually) &:L employees are getting training and de elopment in team) :L employees respond that" they are getting training and de elopment indi idually @)$) ;hat are the methods adopted in your organiAationG

Table No
S.N". O%ti"$8 :& P #9 $t',

1) $) &) ()

4ectures Audio' isuals On'the'6o# training Computer'Assisted instruction

::L $%L $%L :L

Figure No

INTERPRETATION*@
9rom the Figure No " it is interpreted that> ::L employees said that" lecture method is adopted #y our organiAation training and de elopment) $%L employees said that" audio' isuals class method is adopted #y organiAation for training and de elopment) $%L employees said that" On'the'6o# training method is adopted #y organiAation for training and de elopment) :L employees said that" Computer'Assisted instruction method is adopted #y organiAation for training and de elopment) for our our our

:(

@)&) 0o you #elie e that training and de elopment system reflect any scope of impro ement in oneHs performanceG

Table No !
S.N". 1) $) &) O%ti"$8 Agreed /artially agreed 0isagreed P #9 $t', ?%L &%L 1%L

Figure No !

INTERPRETATION*@
9rom the Figure No !" it is interpreted that> ?%L employees #elie e that training and de elopment system reflect any scope of impro ement in oneHs performance) &%L employees are partially agreed that training and de elopment system reflect any scope of impro ement in oneHs performance) 1%L employee are disagree that training and de elopment system reflect any scope of impro ement in oneHs performance)

@)() ;ho is pro iding the training to youG

::

Table No "
S.N". 1) $) &) () O%ti"$8 Mem#ers of the personnel staff Outsides consultants Kours super isors 9aculty mem#ers of uni ersities P #9 $t', $%L 1%L :%L $%L

Figure No "

INTERPRETATION*@
9rom the Figure No "" it is interpreted that> $%L employees respond that" mem#ers of the personnel staff are pro iding the training to them) 1%L employees respond that" mem#ers of the outsides consultants are pro iding the training to them) :%L employees respond that" super isors are pro iding the training to them) $%L employees respond that" faculty mem#ers of uni ersities are pro iding the training to them) @):) ,ow does Training and de elopment helps youG

Table No #
:?

S.N". 1) $) &) ()

O%ti"$8 Career planning Doal achie ement /romotion Others

P #9 $t', 1%L &%L (%L $%L

Figure No #

INTERPRETATION*@
9rom the Figure No #" it is interpreted that> 1%L employees respond that" training and de elopment helps us in career planning) &%L employees respond that" training and de elopment helps us in goal achie ement) (%L employees respond that" training and de elopment helps us in promotion) $%L employees respond that" training and de elopment helps us in other acti ities)

:7

@)?) Are you satisfied with the criteria adopted #y your organiAationG

Table No $
S.N". 1) $) &) O%ti"$8 Kes No CanHt say P #9 $t', ?%L &%L 1%L

Figure No $

INTERPRETATION*@
9rom the Figure No $" it is interpreted that> ?%L employees are satisfied with the criteria adopted #y their organiAation) &%L employees are not satisfied with the criteria adopted #y their organiAation) 1%L employees donHt respond)

:3

@)7) *s there any re<uirement for pro iding proper training if any de elopment is re<uired after performance appraisal G

Table No %
S.N". 1) $) O%ti"$8 Kes No P #9 $t', ?:L &:L

Figure No %

INTERPRETATION*@
9rom the Figure No %" it is interpreted that> ?:L employees respond yes" if any de elopment is re<uired after performance appraisal then proper training is gi en to them) &:L employees respond No" if any de elopment is re<uired after performance appraisal then proper training is not gi en to them) proper training is gi en to them)

@)3) 0oes the training system pro ides an opportunity for orientation of indi idual o#6ecti es towards the achie ement of organiAation goalG :5

Table No &
S.N". 1) $) &) O%ti"$8 Agreed /artially agreed 0isagreed P #9 $t', &:L :%L 1:L

Figure No &

INTERPRETATION*@
9rom the Figure No &" it is interpreted that> &:L employees are strongly agreed that" the training system pro ides an opportunity for orientation of indi idual o#6ecti es towards the achie ement of organiAation goal) :%L employees are partially agreed that" the training system pro ides an opportunity for orientation of indi idual o#6ecti es towards the achie ement of organiAation goal) 1:L employees are disagreed that" the training system pro ides an opportunity for orientation of indi idual o#6ecti es towards the achie ement of organiAation goal)

?%

@)5) *s the training system of your organiAation transparentG

Table No '
S.N". 1) $) &) O%ti"$8 Kes No CanHt say P #9 $t', (:L &%L $:L

Figure No '

INTERPRETATION*@
9rom the Figure No '" it is interpreted that> (:L employees said that the training system of the organiAation is transparent) &%L employees said that the training system of the organiAation is not transparent

?1

@)1%) As per your iew which factors make a training programme ineffecti eG

Table No 1(
S.N". 1) $) &) () O%ti"$8 Management commitment is lacking and une en Aggregate spending on training is inade<uate 1ducational institutions award degree #ut graduates lacks skills Others P #9 $t', &:L $%L $%L $:L

Figure No 1(

INTERPRETATION*@
9rom the Figure No 1(" it is interpreted that> &:L employees said that" lack of management commitment makes a training programme ineffecti e) $%L employees said that" inade<uate aggregate spending on training makes a training programme ineffecti e) $%L employees said that" the reason #ehind ineffecti e training is that" educational institutions award degree #ut graduates lacks skills) $:L employees said that" there are some other reasons)

?$

@)11) 0o you think that need assessment diagnoses present and future challenges to #e met through training and de elopmentG

Table No 11
S.N". 1) $) &) O%ti"$8 Kes No CanHt say P #9 $t', (%L &%L &%L

Figure No 11

INTERPRETATION*@
9rom the Figure No 11" it is interpreted that> (%L employees said yes" that need assessment diagnoses present and future challenges to #e met through training and de elopment) &%L employees said No" that need assessment does not diagnose present and future challenges to #e met through training and de elopment) &%L employees donHt respond)

?&

@)1$) Are you satisfied #y the training and de elopment pro ided #y the
organiAationG

Table No 1
S.N". 1) $) &) O%ti"$8 Kes No CanHt say P #9 $t', ?%L 1%L &%L

Figure No 1

INTERPRETATION*@
9rom the Figure No 1 " it is interpreted that> ?%L employees are satisfied with the training and de elopment pro ided #y the organiAation) 1%L employees are not satisfied with the training and de elopment pro ided #y the organiAation) &%L employees donHt reply)

?(

@)1&) 0oes Kour trainer pro ide honest feed#ack to youG

Table No 1!
S.N". 1) $) &) O%ti"$8 True /artially true 9alse P #9 $t', ?%L &:L :L

Figure No 1!

INTERPRETATION*@
9rom the Figure No 1!" it is interpreted that> ?%L employees said yes" itHs true that our trainer gi es us honest feed#ack) &:L employees said that itHs partially true that our trainer gi es us honest feed#ack) :L employees said that itHs false that our trainer gi es us honest feed#ack)

?:

FINDING

??

FINDING

Most of the employees are getting training and de elopment indi idually) Most of the employees said that" lecture method is adopted #y our organiAation for training and de elopment)

Most of the employees #elie e that training and de elopment system reflect any scope of impro ement in oneHs performance)

Most of the employees respond that" super isors are pro iding the training to them 8$%L employees respond that" faculty mem#ers of uni ersities are pro iding the training to them)

Most of the employees respond that" training and de elopment helps us in promotion 8 $%L employees respond that" training and de elopment helps us in other acti ities)

Most of the employees are satisfied with the criteria adopted #y their organiAation) Most of the employees respond yes" if any de elopment is re<uired after performance appraisal then proper training is gi en to them)

Most of the employees are partially agreed that" the training system pro ides an opportunity for orientation of indi idual o#6ecti es towards the achie ement of organiAation goal)

Most of the employees said that the training system of the organiAation is transparent) 8 &%L employees said that the training system of the organiAation is not transparent

?7

Most of the employees said that" lack of management commitment makes a

training programme ineffecti e 8 $%L employees said that" inade<uate aggregate spending on training makes a training programme ineffecti e)

Most of the employees said yes" that need assessment diagnoses present and future challenges to #e met through training and de elopment)

Most of the employees are satisfied with the training and de elopment pro ided #y the organiAation)

Most of the employees said yes" itHs true that our trainer gi es us honest feed#ack)

?3

LIMITATIONS

?5

LIMITATIONS

The facilities or capa#ilities of the company that originally collected the data might #e <uestiona#le

0ifficulties in the identification of the source) 4ack of sufficient time of the respondent) /ersonal sur ey method is highly e2pensi e as well as highly time consuming)

7%

CONCLUSION

71

CONCLUSION

*t is concluded that" ma2imum employees are partially agreed that" the training system pro ides an opportunity for orientation of indi idual o#6ecti es towards the achie ement of organiAation goal) *t is concluded that" according to ma2imum employees training system of the organiAation is transparent) *t is concluded that" ma2imum employees are agree and said yes" that some reward is gi en to them according to their performance) *t is concluded that" ma2imum employees said that" lack of management commitment makes a training program ineffecti e) *t is concluded that" ma2imum employees said yes" that need assessment diagnoses present and future challenges to #e met through training and de elopment) *t is concluded that" ma2imum employees said that" lecture method is adopted #y our organiAation for training and de elopment and minimum employees said that" Computer'Assisted instruction method is adopted #y our organiAation for training and de elopment) *t is concluded that" ma2imum employees said yes" itHs true that our trainer gi es us honest feed#ack) This study #rings us to the conclusion that careful selection is ery important for the growth and de elopment of any organiAation) Because the success of the company is depends on the employees" so the employee should #e a#le to manage the things) The working efficiency and morale of the employees should #e increased so that their producti ity is stepped up" the cost of production #rought down and the <uality of

7$

production impro ed) 1 ery mem#er should create an atmosphere of respect for the human personality and human relations)

7&

SUGGESTIONS

7(

SUGGESTIONS
4earning should #e made one of the fundamental alues of the company) Company should ensure that training contri#utes to competiti e strategies of the firm) 0ifferent strategies need different ,. skills for implementation) 4et training help employees at all le el ac<uire the needed skills) The company should create a system to e aluate the effecti eness of training) There should #e a comprehensi e and systematic approach to training e2ists" and training and retraining are done at all le els on a continuous and ongoing #asis) There should #e a proper linkage among organiAational" operational and indi idual training needs)

7:

FIFLIOGRAPHY

7?

FIFLIOGRAPHY

FOO&S@ Aswathappa" = ($%%$) O,uman .esource and /ersonnel ManagementH" &rd edition" Tata McDraw',ill /u#lication / t) 4imited" New 0elhi"pp:&'1(%)

0essler" ,uman .esource Management" /rentice',all" 5th edition" pp) (:':5)

=othari C).)" .esearch Methodology' Methods and techni<ues" new age international pu#lishers" $%%7" $nd edition" pp) $?" 5:" 111)

NE;S PAPERS 1) 1conomic time '$7 OThw march $%11 $) ,industan times '1%FTh Euly ;EFSITES* http>++uceindia)com+rudrapur'plant

77

ANNEBURE* QUESTIONNAIRE

73

QUESTIONNAIRE
T#'i$i$, A$! D 7 +"%m $t P#"9 !u# I$ U$i7 #8'+ C"$8t#u9ti"$ M'9)i$ #( & E:ui%m $t P7t. Lt! Ru!#'%u# 0ear .espondent" * Anup =umar .ay student of MBA *** -em is undergoing summer training pro6ect) =indly space me few minutes to fill this <uestionnaire) * assure you that information pro ided #y you will #e kept confidential)

@)1) ,ow are you getting training and de elopment in your organiAationG a) *ndi idually #) *n team c) Both

@)$) ;hat are the methods adopted in your organisationG a) 4ectures c) On'the'6o# training #) Audio' isuals d) Computer'Assisted instruction

@)&) 0o you #elie e that training and de elopment system reflect any scope of impro ement in oneHs performanceG a) Agreed #) partially agreed c) 0isagreed

@)() ;ho is pro iding the training to youG a) Mem#ers of the personnel staff #) Outsides consultants c) Kours super isors d) 9aculty mem#ers at uni ersities @):) ,ow does training and de elopment helps youG a) Career planning c) /romotion #) Doal achie ement d) Others

75

@)?) Are you satisfied with the criteria adopted #y your organiAationG a) Kes #) No c) CanHt say

@)7) *s there any re<uirement for pro iding proper training if any de elopment is re<uired after performance appraisal G a) Kes #) No

@)3) 0oes the training system pro ides an opportunity for orientation of indi idual o#6ecti es towards the achie ement of organiAation goalG a) Agreed #) /artially agreed c) 0isagreed

@)5) *s the training system of your organiAation transparentG a) Kes #) No c) CanHt say

@)1%) As per your iew which factors make a training programme ineffecti eG a) Management commitment is lacking and une en #) Aggregate spending on training is inade<uate c) 1ducational institutions award degree #ut graduates lack skills d) Others @)11) 0o you think that need assessment diagnoses present and future challenges to #e met through training and de elopmentG a) Kes @)1$) #) No c) CanHt say #y the

Are you satisfied #y the training and de elopment pro ided

organiAation G a) Kes #) No c) CanHt say

@)1&) 0oes Kour trainer pro ide honest feed#ack to youG

3%

a) True

#) /artially true

c) 9alse

PERSONAL INFORMATION
1) Name UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU $) Age group UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU &) Occupation UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU () 1ducation UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU :) Address>

31