A

PROJECT REPORT
ON

A STUDY ON TRAINING & DEVELOPMENT OF

EMPLOYEES WITH REFERENCE TO VITS, SATNA
SUBMITTED TO

AWADHESH PRATAP SINGH UNIVERSITY, REWA (M.P.)

FOR THE AWARD OF
BACHELOR OF BUSINESS ADMINISTRATION
BBA (SEMESTER-VI)
BY

MISS. PREETI PATEL

UNDER GUIDANCE OF

PROF. K. P. TRIPATHI

VINDHYA INSTITUTE OF MANAGEMENT & SCIENCE,

SATNA (M.P.)
2015- 2016

VINDHYA INSTITUTE OF MANAGEMENT & SCIENCE,

SATNA (M.P.)

GUIDES CERTIFICATE
This is to certify that MISS. PREETI PATEL has satisfactorily
completed the Project work on A Study on Training and Development
of Employees with reference to Vindhya Institute of Technology &
Science, Satna under my guidance for the partial fulfillment of BBA
(Semester-VI) submitted to Awadhesh Pratap Singh University, Rewa
during the academic year 2015-2016.
To best of my knowledge and belief the matter presented by her is
original work and not copied from any source. Also this report has not
been submitted earlier for the award of any Degree of Awadhesh Pratap
Singh University, Rewa.

Place: Satna
Date: / / 2016

PROF. K. P. TRIPATHI
(Project Guide)

VINDHYA INSTITUTE OF MANAGEMENT & SCIENCE,

SATNA (M.P.)

DECLARATION
I undersigned, hereby declare that this project report entitled A Study
on Training and Development of Employees with reference to Vindhya
Institute of Technology & Science, Satna prescribed by AWADHESH PRATAP
SINGH UNIVERSITY, REWA during the academic year 2015-2016 under the
guidance of PROF. K. P. TRIPATHI is my original work.
The matter presented in this report has not been copied from any source.
I understand that any such copying is liable to be punishable in any way the
university authorities deem to be fit. Also this report has not been submitted
earlier for the award of any Degree or Diploma of Awadhesh Pratap Singh
University, Rewa or any other University.
This work humbly submitted to Awadhesh Pratap Singh University for
the partial fulfillment of Bachelor of Business Administration (Sem-VI).

PLACE: SATNA
DATE: / / 2016

MISS. PREETI PATEL

VINDHYA INSTITUTE OF MANAGEMENT & SCIENCE,

SATNA (M.P.)

ACKNOWLEDGEMENT
Whenever we are standing on most difficult step of the dream of our
life, we often remind about The Great God for His blessings & kind help and
he always helps us in tracking off the problems by some means in our lifetime.
I feel great pleasure to present this project entitled A Study on Training and
Development of Employees with reference to Vindhya Institute of Technology
& Science, Satna.
I am grateful to those people who help me a lot in preparation of this
project report. It is their support and blessings, which has brought me to write
this project report. I have a deep sense of gratitude in my heart for them.
I would give sincere thanks to our Principal Dr. Vipin Agrahari, Director Dr.
Anant Jyoti, Mrs. Nivedita Mishra, Manager-HR of Vindhya Group and
faculty members of our Institute Prof. Sankalp Shukla, Prof. R.P. Singh., Prof.
Prashant Mishra, Prof. Neeraj Saxena, Prof. Preeti Dwivedi, Prof. O.P.Patel,
Prof. Ankur Phatak who are been & will be source of inspiration to us.
I am very thankful to my project guide Prof. K.P.Tripathi for his wholehearted support and affectionate encouragement without which my successful
project would not have been possible.
Finally, I am very grateful to Mighty God and inspiring parents whose
loving & caring support contributed a major share in completion of my task.

Miss. Preeti Patel

TABLE OF CONTENTS

S.N.

Contents

Page No.

Introduction of Project

8-17

Company Profile

18-23

Review of Literature

22-27

Objectives

28-29

Research Methodology

30-33

Data Analysis & Interpretation

34-39

Findings & Suggestions

40-41

Limitations

42-43

Conclusion

44-45

10

References

46-47

11

Annexure
Questionnaire

48-50

CH A P TER - I

INT R OD UC T IO N OF PR O J EC T

INTRODUCTION:
Training & Development ensures that randomness in organizational setting is reduced,
and learning or behavioral change takes place in structured format. The conflicts at
workplace, with perhaps the most devastating career consequences, are those that take
place between employees and their bosses.
Training an employee to get along well with authority and with people who entertain
diverse points of view is one of the best guarantees of long-term success. It is necessary
to raise the skill levels and increase the versatility and adaptability of employees.
Inadequate job performance or a decline in productivity or changes resulting out of job
redesigning or a technological breakthrough requires some type of training and
development efforts.
As the job becomes more complex, the importance of employee development also
increases. In a rapidly changing society, employee training and development are not only
an activity that is desirable but also an activity that an organization must commit
resources to if it is to maintain a viable and knowledgeable work force.
Training is a process of learning a sequence of programmed behavior. It is application of
knowledge. It gives people an awareness of the rules and procedures to guide their
behavior. It attempts to improve their performance on the current job or prepare them for
an intended job.
DEFINITION OF TRAINING
According to Jucius, The term training is used here to indicate only process by which the
aptitudes, skill and abilities of employees to perform specific jobs are increased. In he
words of Dale. S. Beach, Training is the organized procedure in which people learn
knowledge, skill personality and productivity are increased.

Advantages of Training :Training is important for Organization employees both. Training is an investment in
people and therefore, systematic training is a sound business investment .A well planned
and well executed training provides the advantages to both to the organization as well as
to the employees.
7

Advantages to the Organization:

Reduction in waste & spoilage

Improvement in method of works
Reduction in learning time
Reduction in supervisory burden
Improvement in morale and reduction in grievances
Improvement of efficiency and productivity
Reduction in manpower obsolescence:
Personal growth
Enhanced Organizational Stability

OBJECTIVES OF TRAINING
1. To Increase Productivity:- Instruction can help employees increase their level of
performance on their present assignment. Increased human performance often directly
leads to increased operational productivity and increased company profit. Again,

2. To Improve Quality: - Better-informed workers are less likely to make operational

mistakes. Quality increase may be in relationship to a company product or service, or in
reference to the intangible organizational employment atmosphere.

3. To help a Company Fulfill its Future Personnel Needs: Organizations that have a good internal educational programme will have to make less
drastic manpower changes and adjustments in the event of sudden personnel alterations.

4. To Improve Organizational Climate: - An endless chain of positive reactions

results from a well-planned training programme. Production and product quality may
improve; financial incentives may then be increased, internal promotions become
stressed.
8

5. To Improve Health and Safety: - Proper training can help prevent industrial
accidents. A safer work environment leads to more stable mental attitudes on the part of
employees.

6. Obsolescence Prevention: - Training and development programs foster the initiative

and creativity of employees and help to prevent manpower obsolescence, which may be
due to age, temperament or motivation, or the inability of a person to adapt him to
technological changes.

STEPS IN TRAINING PROGRAMME:

Training Programs are a costly affair, and a timer consuming process. Therefore they
need to be drafted very carefully. Usually in the organization of training programs the
following steps are considered necessary:

1.

Discovering or identifying the training needs.

2.

Getting ready for the job.

Preparation of the learner.

4.

Presentation of operation and knowledge.

5.

Performances try out.

6.

Follow-up and Evaluation of the programme.

Identifying Training Needs:

Training Need = Required Performance of the Job - Present Performance of the Job
All Training activities are related to the specific needs of the organization and the
individual employees. A training Program is launched only after the training needs are
assessed clearly and specifically. The effectiveness of a training program judged only

with the help of training needs identified in advance. In order to identify training needs
the gap between the existing and required level of knowledge, skills, performance and
aptitudes are specified. The problem area that can be resolved through training should
also be identified.
The total need has been determined by analyzing the situation in respect of each skill and
each member of the work force. This done in following ways:1. Analysis of an Activity
2. Analysis of problem
3. Analysis of Behavior
4. Analysis of an Organization
5. Appraisal of performance
6. Brainstorming
7 Card Sort
8. Checklist

How to make training Effective?

Actions on the following lines need to be initiated to make training practice effective:
1. Ensure that the management commits itself to allocate major resources and
adequate time to training. This is what high-performing organizations do. For
example, Xerox Corporation, in the US invests about $300 million annually or
about 2.5 percent of its revenue to train its 87,000 workers.
2. Ensure that training contributes to competitive strategies of the firm. Different
strategies need different HR skills for implementation.

Let training help

employees at all levels acquire the needed skills.

3. Ensure that a comprehensive and systematic approach to training exists and
training and retraining are done at all levels on a continuous and ongoing basis.
4. Make learning one of the fundamental values of the company. Let this philosophy
percolate down to all employees in the organization.
10

5. Ensure that there is proper linkage among organizational, operational and

individual training needs.
6. Create a system to evaluate the effectiveness of training. (Evaluation of training
has been discussed above.

DESIGNING TRAINING AND DEVELOPMENT PROGRAMMES

Who are the Trainees? Trainees should be selected on the basis of self-nomination,
recommendations of supervisors or by the HR department itself. Whatever is the basis, it
is advisable to have two or more target audiences. For example, rank and file employees
and their supervisors may effectively learn together about a new work process and their
respective roles.

Bringing several target audience together can also facilities group

process such as problem solving and decision-making, elements useful in quality circle
projects.

Who are the Trainers? Training and development programmes may be conducted by
several people, including the following:
1.

Immediate supervisors

2.

Co-worker as in buddy systems

3.

Members of the personal staff

4.

Specialists in other parts of the company

5.

Outside consultants

6.

Industry association and

7.

Faculty members at universities.

Who among these are selected to teach, often depends on where the
programme is held and the skill that is being taught.

11

Training Methods

The forms and types of employee training methods are inter-related. It is difficult, if not
impossible; to say which of the methods or combination of methods is more useful than
the other. In fact, methods are multifaceted in scope and dimension, and each is suitable
for a pa`rticular situation. The best techniques for one situation may not be the best for
different groups or tasks. Care must be used in adapting the technique to the learner and
the job. An effective training technique generally fulfils these objectives; provide
motivation to the trainee to improve their job performance, develops willingness to
change, provide for the trainees active participation in the learning process, and provide
knowledge of results about attempts to improve.

ON THE JOB TRAINING

Virtually every employee, from the clerk to company president, gets some on the job
training, when he joins a firm. As it is called by William Tracly the most common the
most widely used and accepted, and the most necessary method of training employees in
the skills essential for acceptable for job performance.

Trainees earn as they learn under the watchful eyes of a master mechanic or craftsmen,
receive immediate feedback, practise in the actual work environment, and associate with
the same people they will work after training. Under this technique an employee is placed
in a new job and is told how it may be performed.

Vestibule Training:
This method attempts to duplicate on the job situations in a company classroom. It is a
classroom training which is often imparted with the help of the equipment and machines,
which are identical with those in use in the place of the work. This technique enables the
trainee to concentrate on learning the new skill rather than on performing an actual job.

12

Off The Job Training

Off the job training simply means that training is not a part of everyday job activity. The
actual location may be in the company classrooms or in places, which are owned by the
company or in the universities or associations, which have no connection with company.
This method consists of:
Lectures
Conventional
Group Discussions
Case Studies
Role Playing
Programmed Instructions

Lectures
Lectures are regarded as one of the simplest ways of imparting knowledge to the
trainees, especially when facts, concepts, or principles, attitudes, theories and problem
solving abilities are to be taught. Lectures are formal organised talks by the training
specialist, the formal superior or other individual topics. In training the most
important uses of lectures include:
(i) Reducing anxiety about upcoming training programmes
(ii) Introducing a subject and presenting an overview of its scope.
(iii) Presenting basic material that will provide a common background for
Subsequent activities.
(iv) Illustrating the application of rules, principles; reviewing, clarifying.

The Conventional Method

In this method, the participating individuals confer to discuss points of common interest
to each other. A conference is basic to most participative group centered methods of
development. It is a formal meeting conducted in accordance with an organized plan, in

13

which leader seeks to develop knowledge and understanding by obtaining a considerable

amount of oral participation of the trainees.

Seminar or Team Discussion

This is an established method for training. A seminar is conducted in many ways:
(i)

It may be based on a paper prepared by one or more trainees on a subject

selected in consultation with the person in charge of the seminar. It may be a
part of a study or related to theoretical studies or practical problems. The
trainees read their papers, and this is followed by a critical discussion. The
chairman of the seminar summarizes the content of the papers and the
discussions, which follow their reading.

(ii)

It may be based on the statement made by the person in charge of the seminar
or on a document prepared by an expert, who is invited to participate in the
discussion.

(iii)

Valuable working material may be provided to the trainees by actual files. The
trainees may consult the files and bring these to the seminar where they may
study in detail the various aspects, ramifications and complexities of a
particular job or work or task.

Programmed Instruction (Teaching by machine method):

Programmed instruction involves a sequence of steps, which are often set up through the
central panel of an electronic computer as guides in the performance of a desired
operation or series of operations. It incorporates a prearranged, proposed or desired
course of proceedings pertaining to the learning or acquisitions of some specific skills or
general knowledge.

CONDUCTING THE TRAINING:This is the action phase of training. Here the trainer tells, demonstrates and illustrates in
order to put the new knowledge and operations. How ever, before it, the learner puts at
else. It is necessary to explain, why he is being taught to develop his interest in training.
The learner is told of the sequence of the entire job, the need for each step in the job,The
14

relationship of the job to the total work flow etc. Instructions are clear and complete. Key
points are stressed upon and one point is explained at a time. Audio visual aids are used to
demonstrate and illustrate and the trainee are asked to repeat the questions. He is also be
encouraged to ask question in order to ensure that he really knows and understands the
job.

FOLLOW-UP:In this step the effectiveness of the training program is assesed.The feedback generated
through follow-up will help to reveal weakness or errors if any. Necessary corrective
actions are taken. If necessary, instructions are repeated, untill the trainee learns whatever
has been taught to him . Follow-up action reinforces the learning process. It also helps in
designing future training program.

Improving effectiveness of Training

The training programmes can be made effective and successful if the following hints are
considered:
1. Specific training objectives should be outlined on the basis of the type of performance
required to achieve organizational goals and objectives.
2. Attempt should be made to determine if the trainee has the intelligence, maturity, and
motivation to successfully complete the training programmes. If deficiencies are noted in
these respects, the training may be postponed or cancelled till improvements are visible.
3. The trainee should be helped to see the need for training by making him aware of the
personal benefits he can achieve through better performance. He should be helped to
discover the rewards and satisfactions that might be available to him through changes in
behavior.
4. The training programme should be planned so that it is related to the trainees previous
experiences and background.
5. Attempts should be made to create organizational conditions that are conductive to a
good learning environment. It should be made clear why changes are needed.

15

CH A P TER - II

C OMPAN Y PROF IL E

16

COMPANY PROFILE:

Vindhya Group was started in 2002 by Mr. Sunil Senani, our Founder Chairman who is a
renowned visionary, philanthropist, and a pioneer in creating several projects in India.
Noticing the shortage of talented engineering professionals required to build a modern
India, Mr. Sunil Senani envisioned Vindhya Group as an institute of excellence imparting
quality and affordable education. Vindhya has grown over the years with significant
contributions from various professionals in different capacities, ably led by Mr. Sunil
Senani, himself, whose personal commitment has seen the institution through its
formative years. Today, Vindhya stands tall as one of Indias finest names in Education
and has produced around 15,000 professionals who occupy responsible positions across
the globe.

Vindhya Group has created a world class infrastructure with state-of-the-art facilities,
fully equipped with modern teaching aids and amenities. It boasts of various facilities like
communication labs where the skilled Vindhya faculty members set up guidelines for the
students, inform them about skills, coach them and lead them through structured activities
to demonstrate and practice the language skills. Vindhya boasts of spacious, acoustically
designed styled classrooms which provide the most conducive atmosphere for dynamic
and focused interaction. Spread over large area, the spacious high-tech, well-furnished
centrally modern library of Vindhya, is like an integrated resource centre that is stocked
with a rich collection of advanced books in different functional areas. The college campus
has centrally air conditioned computer center, one of the largest in the region, which is
accessible round-the clock and is equipped with high speed internet facility, state-of-theart hardwares and softwares, top-of-the-line desktops and high Processing servers.
Vindhya Group of Institutions has established an auditorium and conference halls with
utmost compatibility for the use of both academic and corporate houses.
Vindhya Group believes that its students deserve the best of everything and quality
should never be compromised with under any circumstances. be it the faculties, or the
facilities.

17

VISION
To become a premier institute globally recognized for technical education, training,
research and consulting to create knowledge, leaders with values that help build a just and
human society.

Triggering Transformation
The Institute logo is triggering transformation with the picture of a caterpillar
transforming into a butterfly.
The institute logo has been inspired by the book HOPE FOR FLOWERS written by
Trina Paulus. Hope for Flowers is the story of a
caterpillar named Stripe and his transformation from
being a caterpillar to becoming a butterfly.
We believe that each human being is like Stripe-not
knowing ones ability to transform into a butterfly; many
human beings spend their lives of Stripes life.

MISSION
To catalyze transformation of our students into confident and responsible professionals,
endowed with up-to-date knowledge and expertise in their chosen disciplines, excellent
communication skills and sensitive souls who are ill be assets to their families,
community, nation and humanity at large.

QUALITY POLICY
VINDHYA are committed to quality through teaching, research and creative works,
encouraging an intellectual culture that bridges theory with practice and producing
graduates prepared for a life of purpose, service and leadership.
VINDHYA team endeavors to achieve this objective through Transparent and value based governance.
Promotion of creativity, innovativeness and team work.
Adopting the processes of self evaluation and continuous improvement.
Encouraging freedom of thought in academics and development of responsible
citizenship.
18

Values & Beliefs:The Vindhya Group Values and Beliefs includes

Welfare of the students above all.

Climate conducive to trust, open communication and team spirit.

Excellence in reputation, to be part of something very special.

Continues & never ending improvement.

Opportunity based on merit, individual productivity; no one is entitled to

anything

The values and beliefs of D P R Charitable Trust have been discovered and developed by
involving all the important stakeholders of the Institution. Our values and beliefs are heart
and soul of the organization. They are our light houses and always help us in resolving
the doubts and dilemmas which one invariably comes across, now and then. They are our
guiding principles and a constant reminder of what we are supposed to do, day in and day
out.

Our Strength

Best of Faculty

Fully Computerized Library

Modern Laboratories

Broad Band Internet Lab

Sports Facilities

Separate Hostel for Girls

In Campus Hostel for Boys

Transport Facility

Canteen & Phone Booth

Effective Training & Placement Cells at the College and Group Levels

Regular Campuses

19

All stakeholders committed to the Organizational Mission and Values

Disciplined yet fun filled learning environment

T RAI NING A ND PL ACE ME NT

"A Group Level Central Training & Placement Cell takes care of all training and
placement related activities at the 3 Institutes of the Vindhya Group. Further each college
has a separate Training & Placement Cell acting as the link between students and the
Group Central Training and Placement Cell.

The Primary focus is to direct students towards their ultimate objective of best placement
in companies in India and abroad. Two basic needs of industries i.e. technical competence
and overall personality are specifically addressed, during the students stay at the College.
Special care is taken for overall development of the students mainly though emphasis on
developing the right attitude, conducting courses on communication skills,

Regular guest lectures by eminent & experienced personalities from industries are
organized and capable and committed guides are provided to students to assist them in
their project work.

The Placement Cell also provides guidance for various competitive examinations e.g.
GRE, GATE, GMAT and CAT to students who are keen to pursue future academic
studies.
Regular campus placements are organized at different colleges of the Vindhya Group of
Institutions.
DISTINCTIVE FEATURES

Well established T&P Cell, following 'Standard Professional Training Procedure'.

Career guidance by working & experienced professionals of Industries.

20

Personality

Development,

Body

language,

Positive

attitude

building,

Communication skills classes are on a routine, delivered by guest lecturers.

Short term Medical Representative Training for the pharmacy students.

Well designed regular training sessions are carried out, followed by Individual
'Brain mapping' for career selection.

Regular Career counseling, suggesting right career to right candidate by

psychology test

Psychological assistance for personal and professional improvement

Job Specific Guidance by experienced professionals.

21

CH A P TER - III

REV I EW OF L IT E RAT URE

22

REVIEW OF LITERATURE:

Review of related literature is an important aspect of every study. It serves multiple

purposes and is essential for a well-designed research study. It helps the investigator to
acquaint him with current knowledge in the area in which he is going to conduct the
research. It is a valuable guide in defining the problem, recognizing its scope and
significance, suggesting relevant hypotheses, gathering devices, making appropriate study
design and sources of data. The present study is an attempt to find out the inservice
training needs and awareness about Instructional Technology among faculty. The study
purports to discuss trends, identify gaps, and visualizes future research needs in inservice
training programmes and to quantify the index of Instructional Technology awareness
among faculty.

The review of related literature is done in that perspective. The

investigator has reviewed literature related to Instructional Technology, in service

Training Programmes for schoolteachers, and on in service Training Needs Assessment.
The reviewed studies are therefore presented under three sub-headings.
Finn (1960) analyzed the problem of teacher shortage, large size of class, and need for
quality instruction in late nineteen-fifties in California. The study can be listed among the
earlier research studies in the field of Instructional Technology. Hardware aspects of
Instructional Technology were given more importance in the study. The study appreciated
Instructional Technology for making reach of more students with fewer teachers. The
study also identified a trend toward individual instruction utilizing Teaching Machines. In
that era, Instructional Technology was governed by such systems as Televisions and
Films. There was such an explosion of applications and awareness of Instructional
Technology that made the investigator to doubt that, 'the teacher and the school system
could be eliminated if a combination of Instructional Technology and Individual
Instruction is formed.

Allen and Coombs (1970) analyzed the trends in Instructional Technology in the nineteen
sixties. For this, forty numbers of experts in the field of Instructional Technology were
supplied with questionnaire for the ERIC Clearinghouse on Educational Media and
Technology. The study adopted both hardware and software perspectives of Instructional
Technology. A panel discussion by an advisory council regarding the accomplishments,
trends, future and effective use of Instructional Technology was arranged, in order to
23

record the opinions of experts. The concept of individualization of instruction, the

application of the systems approach to education, development of trained personnel,
establishment of experimental and demonstration schools, establishment of a public
service system of broadcasting and demonstrated effectiveness of Instructional
Technology were some of the accomplishments of that panel discussion. Immediate
development of programmes in Instructional Technology was one of the recommended
measures.

Armsey and Dahl (1973) conduced an inquiry into the awareness and uses of Instructional
Technology in United State. The study collected details regarding the history of studies
about the use of Instructional Technology and found that it was the Ford Foundation
originally undertaken the first inquiry in this area. The first inquiry was to provide the
Foundation itself with guidance for its support of efforts to apply Instructional
Technology. The Foundation inquiry report was a collection of responses of a wider
audience and was subsequently adapted for broader distribution. Besides collecting
historical data, the study examined different interpretations and definitions of
Instructional Technology and found to be effective. The probability o success in the use
of Instructional Technology was confirmed in the conclusion part. Branson, et al. (1973)
analyzed and assessed the use of Instructional Technology in the army schools and
training centres of United States. The report derived at conclusion that the atmosphere
within Army training system was conducive to the use of Instructional Technology, but
the management personnel need training in the design and implementation of
instructional models. The study also reported about a need of greater dissemination of
successful programmes. Following recommendations were cited in the study viz., (i)
resource personnel were to be trained to develop training models utilizing Instructional
Technology , (ii) middle and upper management personnel were to be trained to prepared
to administer the training programmes, (iii) systems for research, development, evaluation
and dissemination in the areas of Instructional Technology and instructional systems
were to be developed, and (iv) all instructional approaches used in training programmes
were to be examined to determine the proper functions of each.
TRAINING PROCESS OF VITS SATNA
Training needs assessment.

24

Training needs assessment forms are sent to concerned departments in

December end for both staff and workers.
Receiving of filled assessment forms at the end of January next year.
Compilation of data as per training needs assessment received.
Training identification and approval by management.
Preparation of training calendar.
Identification of trainer (it can be external or internal both)
Organizing training program as per training calendar.
Training feedback:
Taking training feedback from individual trainee.
Sending feedback of absent trainees to concerned Head of the
Departments.
Sending assessment of individual trainees to respective trainer and concerned
Head of the Department.

Objective of Training in VITS SATNA

In VITS Training is a continuous process.

The basic objectives of training in

Organization are
To impart to new entrants the basic knowledge and skill they need for an
intelligent performance of definite tasks.
To assist employees to function more effectively in their present positions by
exposing them to the latest concepts, information, 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 occupy more
responsible positions.
To broaden the mind of senior officials by providing them with opportunities for
an interchange of experiences within and outside with a view to correcting the
narrowness of the outlook that may arise from over specialization.

25

Types of Training in VITS SATNA

Orientation & Induction Training- This training is arranged for newly recruited
employees to get them familiarized with the organizational structure, work, culture,
systems, procedures, rules and regulations governing.

On the Job Training- This is in-house training arranged for fresh candidates joining the
organization, who have no experience. The Course duration is one year. The learning
process takes place while doing the job.

Developmental Training Developmental programme for Supervisors and Managers are

being arranged to provide adequate input of latest knowledge and skill in management
and decision making besides developing competency to shoulder higher assignments. We
invite experts from outside to help us to conduct this programme.

Multi Trade Training Multi Trade Training is provided to employees to develop their
potentials and to create a pool of workforce to understand tasks other than their own
during emergencies.

Training at Regional Training Centre- Our employees are also being sent for technical
as well as managerial training to RTC, Jamul, NCBM, Ballabhgarh. We have a panel of
trainers who are deputed time to time to impart training at RTC Jamul and also sending
employees abroad for training.

Worker Development Programme- We have developed a Non-Conventional

Development Programme for staff and workers where the thrust of training is not on task
but on management concern for workers. For providing these training and developmental
inputs, we have set up and HRD Centre with modern equipments like slide projector,
overhead projector, colour TV and VCR, Public address and tape recording system. The

26

classroom can accommodate 50 trainees at a time. We have also build up a supporting

library.

Exit Interview VITS SATNA observes a system of conducting of Exit Interview in

respect of all out going staff. The aim is to avail an opportunity to share his perception
about various policies and practices of the Management which directly or indirectly
concern the workers.

This has helped the Management tremendously in Human

Resources Planning.

27

CH A P TER - IV

OBJ EC T I VES O F T HE S T UD Y

28

OBJECTIVES:

The objective of my research is to conduct a study in the organisation premises of

Vindhya Institute of Technology And Science, Satna.

To evaluate the effectiveness of the training programs organised and conducted by

the Vindhya Institute of Technology And Science.

To find out that whether there is any significant correlation-ship between the
quality of training and follower ship of training, efficiency in work area and
effectiveness in the work area.

Evaluation of the effectiveness of training is done to ensure that the objectives of the
training are being met, to ensure that it is cost effective, and to identify needs to
modify or extend what is being provided and to reveal new needs and redefine
priorities.

29

CH A P TER - V

RES EAR C H MET HODO L OGY

30

RESEARCH METHODOLOGY

Research in common parlance refers to the search for knowledge. It can also be defined as
scientific and systematic search for pertinent information on a specific topic. In fact,
research is an art of scientific investigation. Research is a voyage of discovery. It is also
said to be the pursuit of truth with help of study, observation, comparison and experiment.
The role of research in several field of applied economics weather related to business or
to economy as a whole, has greatly influenced in modern times. The increasing complex
nature of business and government has focused on the use of research in solving
problems.
According to Kerlinger, Research is a systematic, controlled, empirical and critical
investigation of hypothetical propositions about the presumed relation among nature
phenomenon.

Characteristics of Research:

1. Research is a systematic and critical investigation into a phenomenon.

2. Research is not a mere compilation, but a purposive investigation.
3. It aims at describing, interpreting and explaining a phenomenon.
5. It is objective and logical.
6. It is based upon the observable experience and empirical evidence.

7. It is directed towards finding answer to pertinent question and solution.

Research objectives:

Employee turnover is one of the largest though widely unknown costs an

organization faces.

To capture the satisfaction level that is influenced by various technical & non
technical factors.

To examine the relationship between students and faculty.

31

To find out factors affecting employee retention.

RESEARCH DESIGN

A research design is a framework or blueprint for conducting the organization research project. It
details the procedures necessary for obtaining the information needed to structure or solve marketing
research problems. A research design lays the foundation for conducting the project. A good research
design ensures that the marketing research project is conducted effectively and efficiently. There are
several methods of research design such as Descriptive research, Casual research and exploratory
research. Among those the descriptive research design has been followed mostly which asks for
knowing the characteristic of certain groups such as age, sex, education level, occupation or income.
This research has been done for knowing Employees awareness about their perception & interest level
in working with organization & how the increase the level of employee retention. Therefore
Descriptive research design is used to research the above attributes.

Type of Research:

It is a pure research where it is undertaken for the sake of knowledge without any
intension to apply it in practice. It is also known as a basic or fundamental research.

Method of Data Collection:

Data can be collected by 2 methods:

1) Primary data
2) Secondary data

1. Primary data: Primary data is original and first hand information. Primary data
are those data, which are generated by researcher for investigation. The method
used for collection of primary data personal interview using questionnaire. Here,
in this research we have used both primary as well as secondary method of data
collection. Primary research was used to collect real company data to analyze

32

whether employee retention is a good strategy for Vindhya Institute Of

Technology And Science

2. Secondary data: Those data that are collected from earlier research work and is
applicable or unable in the study. In this research work, secondary like company
information and other theoretical data were obtained from journals websites etc.

33

CH A P TER - V I
DAT A AN A LYSIS & IN TERPR ETA TION

34

DATA ANALYSIS & INTERPRETATION:

Table 1: Proper intimation and release by concerned HODs for attending
training/programme

Training Programme

No. Of Respondents

Timely intimation

32

Just-in-time

11

Late intimation

07

Total

50

Percentage (%)
64
22
14
100%

INTERPRETATION:
From the above chart it is clear that 64% of the total trainees find that timely intimation
by their H.O.Ds.

35

Table 2: Views regarding training methodology used

Training Methodology used

Excellent

No. of Respondents
28

Percentage (%)
64

Good

14

28

Satisfactory

08

16

Total

50

100

INTERPRETATION:
From The above chart it is clear that 56% of the total trainees respond that methodology
which is used in the training programme is very useful, especially simulation and
classroom teaching.

36

Table 3: Views regarding the duration of training programme

Training
Duration

Programme

No. of Respondents

Percentage (%)

Sufficient

30

60

Less sufficient

10

20

Not Sufficient

10

20

Total

50

100

30
25

20
Sufficient

15

Less sufficient

10

Not Sufficient

5
0

INTERPRETATION:
From the above chart it is clear that the duration of training programme is sufficient, one
day training programme is the best.

37

Table 4: Satisfaction level with the knowledge of trainer

Knowledge of Trainer
Purely satisfied

No. of
Respondents
35

Percentage
(%)
70

Moderately satisfied

10

20

Not satisfied

05

10

Total

50

100

INTERPRETATION:
The above chart reveals that the 70% of the trainees are purely satisfied with the training
programme held at Maihar Cement Works.

38

Table 5: The relevance of training programme with the functional area of trainer.

Relevance of Training Programme

Excellent

No. of
Respondents
38

Percentage
(%)
76

Good

08

16

Satisfactory

04

08

Total

50

100

INTERPRETATION:
From the above chart it is clear that the 76% of the trainees stated that this training
programme is highly relevant to their functional area.

39

CH A P TER - V II
FINDINGS & SUGG ES TIONS

40

FINDINGS AND SUGGESTIONS

1. This research shows that the efficiency and effectiveness of the employees has
been increased after attending the training programme.

2. This research shows that the methodology which is used while training was
excellent and make things easier to understand and perform desired works.

3.

After attending the training programme employees feel motivated and have great
zeal and interest while performing the tasks.

4. The research shows that the knowledge of the subject matter , communication and
presentation skills of the trainer was very good.

5. The duration of training programme was sufficient to understand the things and
employees have got enough exposure to practical demonstration as part of their
training programme.

41

CH A P TER - V III
LIM ITAT I ONS

42

LIMITATIONS

The following factors have been regards as the main reasons for failure of training
programmes:
1.

The benefits of training are not clear to the top management.

2.

The top management hardly rewards supervisors for carrying out effective
training.

3.

The top management rarely plans and budgets systematically for training

4.

The middle management, without proper incentives from top management, does
not account for training in production scheduling.

5.

Without proper scheduling from above, first line supervisors have difficulty in
production norms if employees are attending training programmes.

6.

Behavioral objectives are often imprecise.

43

CH A P TER - IX
CON CL USI ON

44

CONCLUSION

It was really a rewarding experience for me to have the study of training activities
provided in Vindhya Institute of Technology And Science. Before commencing the study,
I had only textual knowledge of various activities run by management for the training of
the employees. To gather more and actual knowledge I visited various actual sites
conversed to many employees about the facilities; they are not only enthusiastically
solved my queries but also suggested from where and how I can get authentic information
regarding my study. Pursued my study with more zeal and hard work.

I have taken utmost care in collecting latest data and information by various departments
and sections for the information of the sites where I could not

reach; I had to rely on the

information provided by other sources. At the end I would like to thank all the employees
who helped during the course of my training. I express my heartily gratitude
to Prof. K. P. Tripathi who gave me practical guidelines for the completion of my study

45

CH A P TER - X
BIBLIOG R APHY

46

BIBLIOGRAPHY

BOOKS REFERRED

Personnel Management-

By C.B. Mamoria

Human Resource Management-

By Prof Ashwathappa

Personnel Management & Industrial Relations-

By Sultan Chand &Sons

Human Recourse Management

By A.K.Singh, B.R.Duggal,

Magazine:
1) HRD (News Letter)

Websites:
1) www.google.com
2) www.citehr.com
3) www.wikipedia.org
4) www.retention.naukrihub.com
5) www.vitsdpr.ac.in
6) www.employeeretentionstrategies.com

47

CH A P TER - XI
ANNEX UR E

48

QUESTIONNAIRE
QUESTIONNAIRE FOR TRAINING AND DEVELOPMENT
I introduce myself as a student of B.B.A. 6th Semester of APSU, Rewa. This project work
is a part of an academic curriculum; your response is highly valuable for my study. And
the information provided you will be kept confidential and used only for my project.

Preeti Patel
BBA 6th Semester

DEMOGRAPHIC QUESTIONS:NAME:
AGE: years

SEX: a) MALE

[ ]

b) FEMALE [ ]

DESIGNATION: .
EDUCATION: ..
INCOME: Rs

Q.1: Proper training needs assessment by HODs?

a) Relevant

[ ]

b) Somewhat

[ ]

c) Not relevant [ ]

Q.2: Proper intimation and release by concerned HODs for attending training
programme?
a) Excellent

[ ]

b) Good

[ ]

c) Satisfactory [ ]
49

Q.3: Please mention infrastructure facilities provided by Maihar Cement works?

a) Very good

[ ]

b) Good

[ ]

c) Satisfactory [ ]

Q.4: please give your view regarding training methodology used?

a) Excellent

[ ]

b) Good

[ ]

c) Satisfactory [ ]

Q.5: please give your view about duration of training programme.?

a) Sufficient

[ ]

b) Less sufficient [ ]

c) Not sufficient [ ]

Q.6: Are you satisfied with the knowledge of trainer?

a) Purely satisfied [ ]

b) Moderately [ ]

c) Not satisfied [ ]

Q.7: The communication and presentation skill of trainer is?

a) Excellent

[ ]

b) Good

[ ]

c) Satisfactory [ ]

Q.8: The relevancy of training programme with trainer functional area?

a) Excellent

[ ]

b) Good

[ ]

c) Satisfactory [ ]

Q.9: The relevancy of training material supplied by MC Works?

a) Excellent

[ ]

b) Good

[ ]

c) Satisfactory [ ]

Q.10: The learning through training programme?

a) Most useful

[ ]

b) Useful [ ]

c) Not useful [ ]

Q.11: The sharing of knowledge/skills with other colleagues and junior in the staff?
a) Excellent

[ ]

b) Good

[ ]

c) Satisfactory [ ]

(signature)

50