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A STUDY ON EMPLOYEES

ADMINISTRATION IN SRI KARPAGAM


ORGANIC COTTON KARUR

INTRODUCTION TO TEXTIXE

Fabric refers to any material made through weaving, knitting, spreading,


crocheting, or bonding that may be used in production of further goods
(garments, etc.). Cloth may be used synonymously with fabric but often refers
to a finished piece of fabric used for a specific purpose (e.g., table cloth).A
textile or cloth is a flexible woven material consisting of a network of natural
or artificial fibers often referred to as thread or yarn.

Yarn is produced by spinning raw fibers of wool, flax, cotton, or other material
to produce long strands. Textiles are formed by weaving, knitting, crocheting,
knotting, or pressing fibers together (felt).

The words fabric and cloth are used in textile assembly trades (such as
tailoring and dressmaking) as synonyms for textile. However, there are subtle
differences in these terms in specialized usage. Textile refers to any material
made of interlacing fibers.

The word 'textile' is from Latin, from the adjective textilis, meaning 'woven',
from textus, the past participle of the verb texere, 'to weave'. The word 'fabric'
also derives from Latin, most recently from the Middle French fabrique, or
'building, thing made', and earlier as the Latin fabric 'workshop; an art, trade;
a skillful production, structure, fabric', which is from the Latin faber, or
'artisan who works in hard materials', from PIE dhabh-, meaning 'to fit
together'.

The word 'cloth' derives from the Old English clað, meaning a cloth, woven or
felted material to wrap around one, from Proto-Germanic kalithaz (compare
O.Frisian 'klath', Middle Dutch 'cleet', Dutch 'kleed', Middle High German
'kleit', and German 'kleid', all meaning "garment"). There are several different
types of fabric from two main sources: manmade and natural. Inside natural,
there are two others, plant and animal. Some examples of animal textiles are
silk and wool. An example of a plant textile is cotton.
The production of textiles is a craft whose speed and scale of production has
been altered almost beyond recognition by industrialization and the
introduction of modern manufacturing techniques. However, for the main
types of textiles, plain weave, twill, or satin weave, there is little difference
between the ancient and modern methods.

Incas have been crafting quipus (or khipus) made of fibres either from a
protein, such as spun and plied thread like wool or hair from camelids such as
alpacas, llamas, and camels, or from a cellulose like cotton for thousands of
years. Khipus are a series of knots along pieces of string. Until recently, they
were thought to have been only a method of accounting, but new evidence
discovered by Harvard professor Gary Urton indicates there may be more to
the khipu than just numbers. Preservation of khipus found in museum and
archive collections follow general textile preservation principles and practice.

During the 15th century, textiles were the largest single industry.clarification needed
Before the 15th century textiles were produced only in a few towns but
duringclarification , they shifted into districts like East Anglia, and the
needed

Cotswolds.9
Textiles have an assortment of uses, the most common of which are for
clothing and for containers such as bags and baskets. In the household they are
used in carpeting, upholstered furnishings, window shades, towels, coverings for
tables, beds, and other flat surfaces, and in art. In the workplace they are used
in industrial and scientific processes such as filtering. Miscellaneous uses
include flags, backpacks, tents, nets, handkerchiefs, cleaning rags, transportation
devices such as balloons, kites, sails, and parachutes; textiles are also used to
provide strengthening in composite materials such as fibreglass and industrial
geotextiles. Using textiles, children can learn to sew and quilt and to make
collages and toys.

Textiles used for industrial purposes, and chosen for characteristics other
than their appearance, are commonly referred to as technical textiles.
Technical textiles include textile structures for automotive applications,
medical textiles (e.g. implants), geotextiles (reinforcement of embankments),
agrotextiles (textiles for crop protection), protective clothing (e.g. against heat
and radiation for fire fighter clothing, against molten metals for welders, stab
protection, and bullet proof vests). In all these applications stringent
performance requirements must be met. Woven of threads coated with zinc
oxide nanowires, laboratory fabric has been shown capable of "self-powering
nanosystems" using vibrations created by everyday actions like wind or body
movements.

Textiles can be made from many materials. These materials come from four
main sources: animal (wool, silk), plant (cotton, flax, jute), mineral (asbestos,
glass fibre), and synthetic (nylon, polyester, acrylic). In the past, all textiles were
made from natural fibres, including plant, animal, and mineral sources. In the
20th century, these were supplemented by artificial fibres made from
petroleum.

Textiles are made in various strengths and degrees of durability, from the
finest gossamer to the sturdiest canvas. The relative thickness of fibres in cloth
is measured in deniers. Microfibre refers to fibres made of strands thinner than
one denier.

Fashion designers commonly rely on textile designs to set their fashion


collections apart from others. Armani, the late Gianni Versace, and Emilio Pucci
can be easily recognized by their signature print driven designs.

PLANT TE X T IL E S

Grass, rush, hemp, and sisal are all used in making rope. In the first two, the
entire plant is used for this purpose, while in the last two, only fibres from the
plant are utilized. Coir (coconut fibre) is used in making twine, and also in
floormats, doormats, brushes, mattresses, floor tiles, and sacking.

Straw and bamboo are both used to make hats. Straw, a dried form of grass, is
also used for stuffing, as is kapok.

Fibres from pulpwood trees, cotton, rice, hemp, and nettle are used in making
paper.

Cotton, flax, jute, hemp, modal and even bamboo fibre are all used in clothing.
Piña (pineapple fibre) and ramie are also fibres used in clothing, generally with
a blend of other fibres such as cotton. Nettles have also been used to make a
fibre and fabric very similar to hemp or flax. The use of milkweed stalk fibre
has also been reported, but it tends to be somewhat weaker than other fibres
like hemp or flax.

Acetate is used to increase the shininess of certain fabrics such as silks, velvets,
and taffetas.

Seaweed is used in the production of textiles: a water-soluble fibre known as


alginate is produced and is used as a holding fibre; when the cloth is finished,
the alginate is dissolved, leaving an open area.

Lyocell is a man-made fabric derived from wood pulp. It is often described as


a man-made silk equivalent; it is a tough fabric that is often blended with
other fabrics – cotton, for example.

Fibres from the stalks of plants, such as hemp, flax, and nettles, are also
known as 'bast' fibres.
MINERAL TEXTILES

Asbestos and basalt fibre are used for vinyl tiles, sheeting, and adhesives,
"transite" panels and siding, acoustical ceilings, stage curtains, and fire
blankets.

Glass fibre is used in the production of spacesuits, ironing board and mattress
covers, ropes and cables, reinforcement fibre for composite materials, insect
netting, flame-retardant and protective fabric, soundproof, fireproof, and
insulating fibres.

Metal fiber, metal foil, and metal wire have a variety of uses, including the
production of cloth-of-gold and jewelry. Hardware cloth (US term only) is a
coarse woven mesh of steel wire, used in construction. It is much like standard
window screening, but heavier and with a more open weave. It is sometimes
used together with screening on the lower part of screen doors, to resist
scratching by dogs. It serves similar purposes as chicken wire, such as fences
for poultry and traps for animal control.

S Y N T H E T IC T E X T IL E S

All synthetic textiles are used primarily in the production of clothing.

Polyester fibre is used in all types of clothing, either alone or blended with
fibres such as cotton.

Aramid fibre (e.g. Twaron) is used for flame-retardant clothing, cut-protection,


and armor.
Acrylic is a fibre used to imitate wools, including cashmere, and is often used
in replacement of them.

Nylon is a fibre used to imitate silk; it is used in the production of pantyhose.


Thicker nylon fibres are used in rope and outdoor clothing.

Spandex (trade name Lycra) is a polyurethane product that can be made tight-
fitting without impeding movement. It is used to make activewear, bras, and
swimsuits.

Olefin fibre is a fibre used in activewear, linings, and warm clothing. Olefins
are hydrophobic, allowing them to dry quickly. A sintered felt of olefin fibres
is sold under the trade name Tyvek.

Ingeo is a polylactide fibre blended with other fibres such as cotton and used in
clothing. It is more hydrophilic than most other synthetics, allowing it to wick
away perspiration.

Lurex is a metallic fibre used in clothing embellishment.

Milk proteins have also been used to create synthetic fabric. Milk or casein
fibre cloth was developed during World War I in Germany, and further
developed in Italy and America during the 1930s.14 Milk fibre fabric is not very
durable and wrinkles easily, but has a pH similar to human skin and possesses
anti-bacterial properties. It is marketed as a biodegradable, renewable synthetic
fibre.
Carbon fibre is mostly used in composite materials, together with resin, such
as carbon fibre reinforced plastic. The fibres are made from polymer fibres
through carbonization.

Weaving is a textile production method which involves interlacing a set of


longer threads (called the warp) with a set of crossing threads (called the weft).
This is done on a frame or machine known as a loom, of which there are a
number of types. Some weaving is still done by hand, but the vast majority is
mechanised.

Knitting and crocheting involve interlacing loops of yarn, which are formed
either on a knitting needle or on a crochet hook, together in a line. The two
processes are different in that knitting has several active loops at one time, on
the knitting needle waiting to interlock with another loop, while crocheting
never has more than one active loop on the needle.

Spread Tow is a production method where the yarn are spread into thin tapes,
and then the tapes are woven as warp and weft. This method is mostly used
for composite materials; Spread Tow Fabrics can be made in carbon, aramide,
etc.

Braiding or plaiting involves twisting threads together into cloth. Knotting


involves tying threads together and is used in making macrame.

Lace is made by interlocking threads together independently, using a backing


and any of the methods described above, to create a fine fabric with open
holes in the work. Lace can be made by either hand or machine.
Carpets, rugs, velvet, velour, and velveteen are made by interlacing a secondary
yarn through woven cloth, creating a tufted layer known as a nap or pile.

Felting involves pressing a mat of fibres together, and working them together
until they become tangled. A liquid, such as soapy water, is usually added to
lubricate the fibres, and to open up the microscopic scales on strands of wool.

Nonwoven textiles are manufactured by the bonding of fibres to make fabric.


Bonding may be thermal or mechanical, or adhesives can be used.

Bark cloth is made by pounding bark until it is soft and flat.


Textiles are often dyed, with fabrics available in almost every colour. The
dying process often requires several dozen gallons of water for each pound of
clothing.17 Coloured designs in textiles can be created by weaving together
fibres of different colours (tartan or Uzbek Ikat), adding coloured stitches to
finished fabric (embroidery), creating patterns by resist dyeing methods, tying
off areas of cloth and dyeing the rest (tie-dyeing), or drawing wax designs on
cloth and dyeing in between them (batik), or using various printing processes
on finished fabric. Woodblock printing, still used in India and elsewhere today,
is the oldest of these dating back to at least 220 CE in China. Textiles are also
sometimes bleached, making the textile pale or white.

Textiles are sometimes finished by chemical processes to change their


characteristics. In the 19th century and early 20th century starching was
commonly used to make clothing more resistant to stains and wrinkles. Since
the 1990s, with advances in technologies such as permanent press process,
finishing agents have been used to strengthen fabrics and make them wrinkle
free.18 More recently, nanomaterials research has led to additional
advancements, with companies such as Nano-Tex and NanoHorizons
developing permanent treatments based on metallic nanoparticles for making
textiles more resistant to things such as water, stains, wrinkles, and pathogens
such as bacteria and fungi.19

More so today than ever before, textiles receive a range of treatments before
they reach the end-user. From formaldehyde finishes (to improve crease-
resistance) to biocidic finishes and from flame retardants to dyeing of many
types of fabric, the possibilities are almost endless. However, many of these
finishes may also have detrimental effects on the end user. A number of
disperse, acid and reactive dyes (for example) have been shown to be
allergenic to sensitive individuals. Further to this, specific dyes within this
group have also been shown to induce purpuric contact dermatitis.

Although formaldehyde levels in clothing are unlikely to be at levels high


enough to cause an allergic reaction, due to the presence of such a chemical,
quality control and testing are of utmost importance. Flame retardants
(mainly in the brominated form) are also of concern where the environment,
and their potential toxicity, are concerned. Testing for these additives is
possible at a number of commercial laboratories, it is also possible to have
textiles tested for according to the Oeko-tex certification standard which
contains limits levels for the use of certain chemicals in textiles products.

India is the second largest producer of fibre in the world and the major fibre
produced is cotton. Other fibres produced in India include silk, jute, wool, and
man-made fibers. 60% of the Indian textile Industry is cotton based.
The strong domestic demand and the revival of the Economic markets by
2009 has led to huge growth of the Indian textile industry. In December 2010,
the domestic cotton price was up by 50% as compared to the December 2009
prices. The causes behind high cotton price are due to the floods in Pakistan
and China.India projected a high production of textile (325 lakh bales for 2010
-11).5 There has been increase in India's share of global textile trading to
seven percent in five years.5 The rising prices are the major concern of the
domestic producers of the country.
 Man Made Fibers: These includes manufacturing of clothes using fiber
or filament synthetic yarns. It is produced in the large power loom
factories. They account for the largest sector of the textile production in
India.This sector has a share of 62% of the India's total production and
provides employment to about 4.8 million people.6
 The Cotton Sector: It is the second most developed sector in the Indian
Textile industries. It provides employment to huge amount of people
but its productions and employment is seasonal depending upon the
seasonal nature of the production.
 The Handloom Sector: It is well developed and is mainly dependent on
the SHGs for their funds. Its market share is 13%. of the total cloth
produced in India.
 The Woolen Sector: India is the 7th largest producer. of the wool in the
world. India also produces 1.8% of the world's total wool.
 The Jute Sector: The jute or the golden fiber in India is mainly produced
in the Eastern states of India like Assam and West Bengal. India is the
largest producer of jute in the world.
 The Sericulture and Silk Sector: India is the 2nd largest producer of silk
in the world. India produces 18% of the world's total silk. Mulberry, Eri,
Tasar, and Muga are the main types of silk produced in the country. It is
a labor-intensive sector.
Government of India passed the National Textile Policy in 2000

The Indian Textile industries is mainly dominated by some government, semi


government and private institutions.
The major functions of the ministry of Textile are:

 Bhilwara Textiles Industry


 Textile Policy & Coordination
 Man-made Fiber Industry
 Cotton Textile Industry
 Jute Industry
 Silk and sericulture Industry
 Wool Industry
 Decentralized Powerloom Sector
 Export Promotion
 Planning & Economic Analysis
 Finance Matters
 Information Technology(IT)

The advisory boards include:

 All India Handlooms Board


 All India Handicrafts Board
 All India Power looms Board
 Advisory Committee under Handlooms Reservation of Articles for
Production
 Co-ordination Council of Textiles Research Association
 MM cotton industry

The major export promoting councils include:

 Apparel Export Promotion Council, New Delhi


 Carpet Export Promotion Council, New Delhi
 Cotton Textiles Export Promotion Council, Mumbai

The major PSU or Public Sector Undertaking are:

 National Textile Corporation Ltd. (NTC)


 British India Corporation Ltd. (BIC)
 Cotton Corporation of India Ltd. (CCI)
 Jute Corporation of India Ltd. (JCI)
 National Jute Manufacturers Corporation (NJMC)
 Handicrafts and Handlooms Export Corporation (HHEC)
 National Handloom Development Corporation (NHDC)
 Export Promotion Council for Handicrafts, New Delhi
 Handloom Export Promotion Council, Chennai
 Indian Silk Export Promotion Council, Mumbai
 Power loom Development & Export Promotion Council, Mumbai
 Synthetic & Rayon Textiles Export Promotion Council, Mumbai
 Wool & Woolen Export Promotion Council, New Delhi

Other autonomous bodies in this industry are:


 Central Wool Development Board, Jodhpur
 National Institute of Fashion Technology, New Delhi
 National Centre for Jute Diversification

The textile Research Associations are:

 South India Textiles Research Association (SITRA), Coimbatore


 Ahmedabad Textiles Industry’s Research Association
 Bombay Textiles Research Association, Mumbai
 Indian Jute Industries Research association, Kolkata
 Man-made Textiles Research Association, Surat
 Synthetic and art silk –Mills Research Association, Mumbai
 Wool Research Association, Thane
 Northern India Textiles Research Association, Ghaziabad

According to Kearney’s ‘Retail Apparel Index’ India ranked as the fourth most
promising market for apparel retailers in 2009.

There is large scope of improvement in the textile industry of India as there is


a huge increase in personal disposable income among the Indians after the
1991 liberalisation. There is also a large growth of the organised sector in the
Indian textile industries.The foreign brands along with the collaboration of the
Indian companies established business in India. Some of these are Puma,
Armani, Benetton, Esprit, Levi Strauss, Hugo Boss, Liz Claiborne, Crocs etc.
The major Indian Industries include Bombay Dyeing, Fabindia, Grasim
Industries, JCT Limited, Lakshmi Machine Works, Lakshmi Mills and Mysore Silk
Factory.

INTRODUCTION
PERIOD OF TRAINING:
I have undergone summer institutional training in Sri Karpagam Organic
Cotton Mills for a period of 37 days.
AREA OF TRAINING:
During the training period I have visited various departments;

 Production Department
 HR Department
 Finance Department
 Marketing Department
 System Department
We will see this department and functions briefly

COMPANY PROFILE
Established in 1957 by the late Vengaya Naidu K, SRI KARPAGAM Organic
Company was incorporated as a private limited company in 1910. The flagship
of the Coimbatore-based Sri Karpagam, its associate companies is SRI
KARPAGAM Machine Works, Sri Karpagam Synthetic Machinery
Manufacturers and SRI KARPAGAM Auto Looms. PKR is a composite mill
manufacturing a range of cotton, viscose, blended yarn and a variety of grey
and processed cloth. The company has four manufacturing units located at
Coimbatore, Singanallur, Kovilpatti and Palladam, all in Tamilnadu. The
company's cloth processing is done by its subsidiary, United Bleachers. SRI
KARPAGAM exports cotton yarn and grey cloth to the UK, Germany, Italy,
Tamilnadu and Japan. In 1977, Coimbatore Cotton Mills was amalgamated
with the company.

We are a professionally managed company engaged in the field of


manufacturing, supplying and exporting of high quality knitted and hosiery
garments. We started with a zeal and determination to redefine fashion in the
industry. Standing on the grounds of style and elegance, we offer knitted and
hosiery garments that are abreast of the changing international trends and
working the total no of employees are 650.

VISION OF SRI KARPAGAM ORGANIC COTTON


To manufacture products comparable to international standards, to be
customer-focused and globally competitive through better quality, latest
technology and continuous innovation.
MISSION OF SRI KARPAGAM ORGANIC COTTON
To manufacture world-class products of outstanding quality that give
our customers a competitive advantage through superior products and value,
so we can make every customer smile.
To encourage people's ownership, empowerment and working under
team structure.
To attain highest level of efficiency, integrity and honesty.

OUR VALUES
 Customer's satisfaction and delight.
 Superior quality of performance.
 Concern for the environment and the community.
 Passionate about excellence.
 Fair to all.
 To provide a safe workplace and promote healthy work habits.
REVIEW LITERATURE

Employment Exchanges (Compulsory Notification of Vacancies) Act, 1959 -2B Any person who
is employed in an establishment to do any work for remuneration

(a) Employee's Provident Fund and Miscellaneous Provisions Act, 1952 -2F Any person who is
employed for wages in any kind of work, manual or otherwise, in or in connection with the work
of an establishment, and who gets his wages directly or indirectly from the employer, and
includes any person-

(i) employed by or through a contractor in or in connection with the work of the establishment;
(ii) engaged as an apprentice, not being an apprentice engaged under the Apprentices Act, 1961,
or under the standing orders of the establishment.

(b) Employees Provident Fund Scheme, 1952 2F Excluded (i) an employee who, having been a
Member of the fund, withdrew the full amount of his accumulations in the Fund under clause

(a) or (c) of sub-paragraph (1) of Paragraph 69; (ii) an employee whose pay at the time he is
otherwise entitled to become a Member of the Fund, exceeds five thousand rupees per month;
Explanation.-"Pay" includes basic wages with dearness allowance, retaining allowance (if any)
and cash value of food concessions admissible thereon (iii)

(iv) an apprentice; Explanation.-An apprentice means a person who, according to the certified
standing orders applicable to the factory or establishment, is an apprentice, or who is declared to
be an apprentice by the authority specified in this behalf by the appropriate Government. 25 (c)
Employee State Insurance (General Provident Fund) Rules, 1950 2(e) "Employee means a person
appointed to or borne on the cadre of the staff of the Corporation, other than persons on
deputation”. (d) Employee State Insurance Act, 1948, 2(10) Exempted Employee: An employee
who is not liable under this Act to pay the employee's contribution; 2(9) Employee Any person
employed for wages in or in connection with the work of a factory or establishment to which this
Act applies and- (i) who is directly employed by the principal employer on any work of, or
incidental or preliminary to or connected with the work of, the factory or establishment, whether
such work is done by the employee in the factory or establishment or elsewhere; or (ii) who is
employed by or through an immediate employer on the premises of the factory or establishment
or under the supervision of the principal employer or his agent on work which is ordinarily part
of the work of the factory or establishment or which is preliminary to the work carried on in or
incidental to the purpose of the factory or establishment; or (iii) whose services are temporarily
lent or let on hire to the principal employer by the person with whom the person whose services
are so lent or let on hire has entered into a contract of service; and includes any person employed
for wages on any work connected with the administration of the factory or establishment or any
part, department or branch thereof or with the purchase of raw materials for, or the distribution or
sale of the products of, the factory or establishment or any person engaged as an apprentice, not
being an apprentice engaged under the Apprentices Act, 1961 (52 of 1961), or under the standing
orders of the establishment; but does not include-

(i) any member of the Indian naval, military or air forces; or

(ii) any person so employed whose wages (excluding remuneration for overtime work) exceed
such wages as may be prescribed by the Central Government a month: Provided that an
employee whose wages (excluding remuneration for overtime work) exceed such wages as may
be prescribed by the Central Government a month at any time after and not before the beginning
of the contribution period, shall continue to be an employee until the end of the period; (e)
Minimum Wages Act, 1948. 2I Any person who is employed for hire or reward to do any work,
skilled or unskilled, manual or clerical, in a scheduled employment in respect of which minimum
rates of wages have been fixed; and includes an out-worker to whom any articles or materials are
given out by another person to be made up, cleaned, washed, altered, ornamented, 26 finished,
repaired, adapted or otherwise processed for sale for the purposes of the trade or business of that
other person where the process is to be carried out either in the home of the out-worker or in
some other premises not being premises under the control and management of that other person;
and also includes an employee declared to be an employee by the appropriate Government; but
does not include any member of the Armed Forces of the Union. (f) Payment of Bonus Act,
1965. 2(13) Any person (other than an apprentice) employed on a salary or wage not exceeding
three thousand and five hundred rupees per mensem in any industry to do any skilled or unskilled
manual, supervisory, managerial, administrative, technical or clerical work of hire or reward,
whether the terms of employment be express of implied (g) Payment of Gratuity Act, 1972. 2E
Any person (other than an apprentice) employed on wages, in any establishment, factory, mine,
oilfield, plantation, port, railway company or shop, to do any skilled, semiskilled, or unskilled,
manual, supervisory, technical or clerical work, whether the terms of such employment are
express or implied, and whether or not such person is employed in a managerial or administrative
capacity, but does not include any such person who holds a post under the Central Government
or a State Government and is governed by any other Act or by any rules providing for payment
of gratuity. (h) The Sales Promotion Employees (Conditions Of Service) Act , 1976 2D Sales
promotion Employees Any person by whatever name called (including an apprentice) employed
or engaged in any establishment for hire or reward to do any work relating to promotion of sales
or business, or both, but does not include any such person- (i) who, being employed or engaged
in a supervisory capacity, draws wages exceeding sixteen hundred rupees per mensem; or (ii)
who is employed or engaged mainly in a managerial or administrative capacity Explanation.---
For the purposes of this clause, the wages per mensem of a person shall be deemed to be the
amount equal to thirty times his total wages (whether or not including, or comprising only of,
commission) in respect of the continuous period of his service falling within the period of twelve
months immediately preceding the date with reference to which the calculation is to be made,
divided by the number of days comprising that period of service 27 (i) Working Journalists and
Other Newspaper Employees (Conditions of Service) and Miscellaneous Provisions Act , 1955
2(c) News Paper Employee "newspaper employee" means any working journalist, and includes
any other person employed to do any work in, or in relation to, any newspaper establishment; 4.
Main Characteristics From the study of the above mentioned definitions of employee the
following are the main characteristics: (a) A person renders his or her service which is surplus
with the person. (b) Person offers the service under the terms and conditions of employment. (c)
The person gets remuneration in lieu of the services offered to employer. (d) A variety of
services are being offered by the employees as per their knowledge and skills. On the basis of
their skills and job the employees may be called unskilled, semi-skilled and skilled employees.
Further as per the nature of the job performed they are classified as technical and non-technical
employees. 5. Employee Performance Every organization has been established with certain
objectives to achieve. These objectives can be achieved by utilizing the resources like men,
machines, materials and money. All these resources are important but out of these the manpower
is the most important. It plays an important role in performing tasks for accomplishing the goals.
The question arises that how these resources are utilizes by manpower. Further, the business
environment is changing drastically. The environmental factors are uncontrollable. These are
beyond control of management of the firms. One has to adjust with the external factors to do the
business in the market. Every environmental factor like social, cultural, legal, political,
economic, technology and competition gets changed very fast. For effective working the
knowledge of these factors is must otherwise the plan will misfire. In present situation it is
difficult to predict about anything. It is uncertain to say that what will happen tomorrow. Again
the need for highly skilled and dedicated manpower is felt who can give the best output.
Nowadays the markets 28 are also very competitive and there is cut throat competition. For every
organization it is difficult to start, survive, stabilize and excel in the business. The firm that gets
the advantage over other competitors through their talented and dedicated manpower can take the
lead in the market.

The contribution of employees on job is the most important factor for development and
excellence in business. The performance of employees on different jobs in close coordination is
needed for success of the unit. Employees are performing different jobs in an organization
depending upon the nature of the organization.

They mainly perform tasks like production, storage, manufacturing, transportation, marketing,
purchasing, distribution, promotion of business, finance and accounting, human resource,
research and public relations. All these activities are inter-related to achieve the targets. These
are to be performed by the employees properly so they can give their best out put at the job. This
will have great impact on the total production, sales, profit, progress and market position of the
company in the market. Various factors like skills, training, motivation, dedication, welfare,
management policies, fringe benefits, salary and packages, promotion, communication etc. are
responsible to encourage the people to work sincerely and give their best output. The importance
of employees’ performance must be understood by the management and sincere efforts must be
put in that direction.
The management of the company taking timely steps in that direction will be in position to
develop and motivate the people to do so. Finally the company may take the lead the market and
grab the opportunities available in the market.

ABSTRACT

The project entitled “A STUDY ON EMPLOYEES ADMINISTRATION IN


SRIKARPAGAM ORGANIC COTTON KARUR.

The research is based on the following methodology descriptive research design is the
design adopted. A sample of 400 employees was chosen as a respondents based on simple
sampling method.

Employees training tries to improve skills, or add to the existing level of knowledge so
that employees is better equipped to do his present job, or to prepare him for higher position with
increased responsibilities. However individual growth is not and ends in itself. Organizational
growth need to be measured along with individual growth. Training refers to the teaching or
learning activities done for the primary purpose of helping members of an organization to
acquire and apply the same. Broadly speaking training is the act of increasing the knowledge and
skills of an employee for doing a particular job.

The collected data is analysed using simple percentage method and chi-square test. From
the analysis it is found that individuals selection and recruitment process like online recruitment,
then newspaper, and the selection is entry level, aptitude level, group discussion level and the
face to face HR level.
CHAPTER-I

INTRODUCTION

1. INTRODUCTION ABOUT THE STUDY ON HRM TRAINING AND


DEVELOPMENT

Definition

“Training is the continuous, systematic development among all levels of


employees of that knowledge and those skills and attitudes which contribute to their
welfare and that of the company”.

-M. C Lord and Efferson

“Training may be defined as a process of developing an understanding of some


organized body of facts, rules and methods. This information concerns largely the
operative phases of an applied knowledge”.

-R. C Davis

Introduction

Training of personnel consists in providing them with the necessary facilities and
opportunities to acquire knowledge develop skills and cultivate attitudes and behaviour
for the efficient and effective discharge of their duties and responsibilities.
Administrative skills can be grouped into technical skills, human skills and conceptual
skills. Training should enable people to perform their present duties effectively and at the
same time prepare them to shoulder higher responsibilities in the future. The ultimate
objective of training for personnel is the improvement in the effectiveness of achievement
of organizational objectives.

Each and every position in an organization calls for a certain amount of expertise
in terms of knowledge, skills and attitudes. The person occupying the position may not
have all the elements. Of expertise required for effectively performing new technology or
procedure or law. The need for training arises in account of the requirement of filling the
gap between the skills and competences required for the performance of a job and the
expertise actually possessed by the job holder. This gap can be filled either by
institutional training or on-the-job training.

The common method is to mount a course on the basis of the experimental


wisdom. Hence, a training course conducted kin a training institution is generally looked
upon as some kind of an isolated event. This is one of the reasons why it has not been
possible to derive the maximum benefit from a training course. Institutional training is
regarded as a break from the monotony of the job. No wonder ‘sabbatical’ was one of the
objectives of some of the courses.

It is time that training is looked upon as a system. A system may be defined as a


group of inter-related and inter-development parts or processes operating in a sequence,
according to a predetermined plan in order to achieve a goal or series of goals.

For understanding a system or for setting up a system, one should start by


determining the objectives of the system i.e. what the system seeks to accomplish.

The inputs are to be identified and the outputs specified. In the light of the
relationship between the inputs and outputs the different processes can be worked out.
Suitable feedback must be obtained at the various stages, to ensure appropriate corrective
steps at the necessary stages.

A training course is the training effort of organization. It may be said that the
trainees from the basic input, together with the other resource such as the physical
facilities, reading material, resource persons, etc.. The design and conduct of the course
constitute the processes and the trained employee the output. The evaluation of the
training course, generally done at the end of the course, is the feedback of the basis of
which improvements are made in the subsequent courses organized by the institution. But
this is a simplistic and crude way of viewing the training effort though it illustrates the
systems concept of an institutional training effort with the untrained employee, the
training course, the trained employee and the evaluation of the training course
representing the input, the process, the output and feedback control.

A significant and meaningful approach for a proper understanding of the training


effort as systems concept consist not in regarding the conduct of the training
programmers as the sole process involved, but in viewing the training programmers as a
link in the chain of professional development of an employee. If this view is accepted a
systems concept of training would include the environment and organization in which the
employee works. It will also include the identification of his training needs, and the other
salient aspects such as the determination of training objectives, designing, and the
training programmers its implementation and evaluation. The evaluation should not only
cover the training imparted but the improvement in organizational effectiveness and
achievement of organizational goals resulting from the contribution of the trained
employee. Thus, the training effort becomes a total system of which the sub-systems are
the different aspects outlined above.
1. OBJECTIVE OF THE STUDY:

The specific objectives of the study are:

➢To examine the effectiveness of training in overall development of skills of workforce.

➢To examine the impact of training on workers.

➢To study the changes in behavioural pattern due to training.

➢To find out new methods of training and development in sri karpagm organic cotton I have

tried to take a view on the topic in a practical manner, so that the feedback can be provided to the
organization.

Research design: Exploratory as well as descriptive

Sampling design: Stratified random sampling design

Research method: Survey method

Research tool: Questionnaire and informal personal interview

Sources of data collection: Primary data and secondary data

Sample size: 400

Research area: sri karpagm organic cotton


STATEMENT OF THE PROBLEM

In this project I have tried to present details about the training and development programs
being presently followed in SRI KARPAGM ORGANIC COTTON and the feedback, I collected
from different employees during my interaction with them.

The scope of training and development can be explained with the help of following points -

1. Exact position of performance of employees through their feedback

2. Development of the employees through various training and development programs.

3. Developing altered of unbiased treatment to all employees

NEED OF THE STUDY :

During my training period although the management and plant personnel were very co-
operative & extended their full support, yet there were following limitations associates with my
study which I would like to mention:

Due to the busy schedule of an organization I was unable to grasp the precious words
of the HRD Manager.
METHODOLOGY

Methodology can be defined as-


 “The analysis of the principles of methods, rules, and postulates employed by a
discipline”.
 “The systematic study of methods that are, can be or have been applied within a
discipline”.
 “A particular procedure or set of procedures”.

Methodology includes a collection of theories, concepts or ideas as they relate to a


particular discipline or field of inquiry:
Methodology refers to more than a simple set of methods; rather it refers to the
rationale and the philosophical assumptions that underlie a particular study relative to the
scientific method. This is why scholarly literature often includes a section on the
methodology of the researchers. This section does more than outline the researchers’
methods might explain what the researchers’ ontological or epistemological views are.
Another key (though arguably imprecise) usage for methodology does not refer to
research or to the specific analysis techniques. This often refers to anything and everything
that can be capsulated for a discipline or a series of processes, activities and tasks.
Examples of this are found in software development, project management and business
process fields. This use of the term is typified by the outline who, what, where, when, and
why. In the documentation of the processes that make up the discipline, that is being
supported by "this" methodology, that is where we would find the "methods" or processes.
The processes themselves are only part of the methodology along with the identification
and usage of the standards, policies, rules, etc. Researchers acknowledge the need for
rigor, logic, and coherence in their methodologies, which are subject to peer review.

1. RESEARCH METHODOLOGY
Research methodology refers to the method that the research uses in
performing Sin studying the research problem along with the logic behind them.

RESEARCH DESIGN
A research design is simply the framework or plan for a study. The design may be
a specific presentation of the various steps in the process of research. For this descriptive
design was used. The aim of descriptive research is the descriptive of the state of affairs
as it exists at present.

SURVEY DETAILS
The survey is conducted among the employees by using questionnaire. The sample
size used for the survey is 400. Questionnaire is an effective tool for getting information
from all level of employees.

SAMPLE DESIGN
The sample design used for the survey is convenient sampling. Here workers and
staff are taken for sampling. No specific method is used in this. It is done as per the
convenience of the researcher.

AREA OF SAMPLING
The study was carried out entirely in SRI KARPAGAM ORGANIC COTTON
2. METHOD OF DATA COLLECTION:
The researcher had collected both primary and secondary data for the research.

PRIMARY DATA
Primary Data are those which are collected for the first time and thus happen to be
original in character and of greater accuracy.
Here in this research data is collected directly through Questionnaire.

SECONDARY DATA
The data is collected which are already available for reference. The secondary data
is collected through
 Company records
 Magazines
 Internet
 Text book regarding quality of work life.

TOOLS OF THE STUDY

Percentage analysis and chi-square are used for analyzing the data collected.
Percentages are obtained when ratios are multiplied by 400.
No. of respondents
Percentage of respondents = ---------------------------- X 100
Total No. of respondents

CHI-SQUARE ANALYSIS:
Chi-square test = (O-E)2/E
Degrees of freedom = V = (r-1) (C-1)
Where O = Observed Frequency
E = Expected Frequency
R = Number of rows
C = Number of columns
Level of significance = 5%.
DATA ANALYSIS AND INTERPRETATION
TABLE: 1

1. Opinion about the regular assessment of training needs at the company.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

YES 288 72%

NO 112 28%

TOTAL 400 100%

NO. OF RESPONDENTS

36%
YES
50% NO
TOTAL

14%

INTERPRETATION

From 72% of respondents agreed that training needs are assessed regularly. While 28%
respondents are of the opinion that training needs are not assessed properly.
TABLE: 2

2. Opinion about training process as a learning experience.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Very good 44 11%

Good 176 44%

Satisfactory 116 29%

Bad 44 11%

Very bad 20 5%

Total 400 100

NO. OF RESPONDENTS

5%
22% Very good
Good
50%
Satisfactory
14% Bad
6% Very bad
Total

3%

INTERPRETATION

Find that can see 11% of respondents say that training process as a learning experience is very
good. While 44% are of the opinion it is good and 29% are just satisfied with the training process
as far as the learning experience is concerned. 11% rated training process as very bad and just
5% stated training as very bad.

TABLE: 3

3. Opinion about the performance of trainer/ guest faculty/ instructor.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Very good 44 11%

Good 188 47%

Satisfactory 108 27%

Bad 44 11%

Very bad 16 4%

Total 400 100

NO. OF RESPONDENTS

6%
Very good

14% Good
50%
Satisfactory
52%
Bad
23%
Very bad

2% Total
5%

INTREPRETAION
These can see that 11% percent of the respondents are of the opinion that performance of trainer/
guest faculty/ instructor is very good. 47% said its good and 27% find the performance of trainer
satisfactory. And 11% voted it as bad and 45 voted it as very bad.

TABLE: 4

4. Achievement of learning objective from training program.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Yes 276 69%

72 18%

Partially

No 8 2%

Can’t say 44 11%

Total 400 100

NO. OF RESPONDENTS

34%
Yes
50%
Partially
No
9% Can’t say
6%
Total

1%

INTERPRETATION
69% of the respondents claim that they have achieved the learning objective from the training
program. 18% respondents were of the opinion that they achieved the learning objective
partially. 2% could not achieve the training objective and 11% of respondents refused to answer.

TABLE: 5

5. Relevancy of training program with the job

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Very good 44 11%

Good 256 64%

Satisfactory 72 18%

Bad 28 7%

Very bad 0 0%

Total 400 100

NO. OF RESPONDENTS

5%
Very good
Good
32% Satisfactory
50%
Bad
Very bad
Total
9%

0% 4%
INTERPRETATION
11% of respondents reveal that the training provided is very much relevant to the job while
majority ie 64% revealed that it is good and 18% revealed that it’s satisfactory. And 7% voted it
as irrelevant. The above diagram shows the opinion of employees about the relevancy of training
process to the job.

TABLE: 6

6. There is well designed and widely shared training policy in the company.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Very good 52 13%

Good 108 27%

Satisfactory 176 44%

Bad 44 11%

Very bad 20 5%

Total 400 100

500
450 100
400
350
300
250
200 44% 400
150 27%
100 176
13% 108 11%
50 52 44 5%
20
0

NO. OF RESPONDENTS PERCENTAGE


INTERPRETATION
13% of the respondents reveal that the company’s training policy is designed very well. 27% said
its good and 44% said it’s satisfactory. 11% percent rated it as bad and rest 5% reveal that they
are very dissatisfied with company’s training policy.

TABLE: 7

7. Opinion about the content and methodology used in the training program.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Very good 28 7%

Good 176 44%

Satisfactory 132 33%

Bad 44 11%

Very bad 20 5%

Total 400 100

450
400 400
350
300
250
200
176 NO. OF RESPONDENTS
150
132 PERCENTAGE
100 100
50 44
28 20
0 7% 44% 33% 11% 5%
INTERPRETATION
7% of the respondents revealed that the content and methodology used in the training program is
very good. 44% were of the opinion that it was good. 33% responded that training methodology
and content was satisfactory. 11% said its bad and 5% said it’s really very bad.

TABLE: 8

8. Usefulness of training materials.


OPTIONS NO. OF RESPONDENTS PERCENTAGE

Very good 52 13%

Good 188 47%

Satisfactory 132 33%

Bad 28 7%

Very bad 0 0%

Total 400 100

450
400
400
350
300
250
188
200
150 132
100
100
52
50 28
13% 47% 33% 7% 0 0%
0
Very good Good Satisfactory Bad Very bad Total

NO. OF RESPONDENTS PERCENTAGE


INTERPRETATION
From 13% of the respondents revealed that training materials were really useful, 47% stated it as
good and 33 percent respondents found training material satisfactory. Only 7% respondents
declared training materials to be bad.
TABLE: 9

9. Opinion about the use of audio-visual aids.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Very good 28 7%

Good 52 13%

Satisfactory 212 53%

Bad 108 27%

Very bad 0 0%

Total 400 100

Total 100
400

Very bad 0%
0

Bad 27%
108

Satisfactory 53%
212

Good 13%
52

Very good 7%
28

0 100 200 300 400 500

PERCENTAGE NO. OF RESPONDENTS

INTERPRETATION
53% of respondent are satisfied with the use of audio-visual aids. 13% were stated the use of
audio-visual aids to be good and 7% declared it very good. 27% of respondents declared the use
of audio-visual aids to be bad.
TABLE: 10

10. Opinion about the practical session in the training program.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Very good 40 10%

Good 88 22%

Satisfactory 248 62%

Bad 16 4%

Very bad 8 2%

Total 400 100

NO. OF RESPONDENTS

5%
11% Very good
Good
Satisfactory
50%
Bad
31% Very bad
Total

1% 2%

INTERPRETATION
10% and 22% respondents responded that practical sessions are very good and good respectively.
62% of respondent are satisfied with the practical sessions conducted in the training process. 4%
and 2% respondents stated practical sessions of training process and services is bad and very bad
respectively.
TABLE: 11

11. Opinion about the working environment.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Strongly satisfied 24 6%

Satisfied 216 54%

Dissatisfied 160 40%

Strongly dissatisfied 0 0%

TOTAL 400 100%

NO. OF RESPONDENTS
250

200

150

100 NO. OF RESPONDENTS

50

0
Strongly Satisfied Dissatisfied Strongly TOTAL
satisfied dissatisfied

INTERPRETATION
54% respondents are satisfied about the working environment provided with training and 6%
were strongly satisfied. We can also observe that 40% of respondent are dissatisfied about the
working environment. None were strongly dissatisfied about the working environment of
training process conducted at IVETEL.
TABLE: 12

12. Opinion about the time duration given for the training period.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Sufficient 108 27%

Good 212 53%

Fair 72 18%

Poor 8 2%

Very poor 0 0%

TOTAL 400 100%

400
400
350
300
250 212

200
150 108
72
100
50 8 0
0
Sufficient Good Fair Poor Very poor TOTAL

NO. OF RESPONDENTS

INTERPRETATION
27% of respondent are satisfied with the time given for training. While 53% respondents
explained the time allotment as good. 18% found the time allotment to be fair and 2%
respondent revealed that they are not satisfied with the time given for training and voted bad.
TABLE: 13

13. Opinion about the preferences given to the participants suggestions.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Excellent 52 13%

Good 196 49%

Fair 96 24%

Poor 28 7%

Very poor 28 7%

TOTAL 400 100%

NO. OF RESPONDENTS
TOTAL 400

Very poor 28

Poor 28
NO. OF RESPONDENTS
Fair 96

Good 196

Excellent 52

0 100 200 300 400 500

INTERPRETATION
13% respondents said that the participant’s suggestions are really taken into account. 49%
respondents found that preferences given to participants suggestion to be good, 24% opinioned it
to be fair but 7% declared the acceptance of participants suggestion as poor another 7% said it’s
very poor.
TABLE: 14

14. Opinion about the motivation given to the participants.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Strongly agree 8 2%

Somewhat agree 208 52%

Disagree 160 40%

Strongly disagree 24 6%

TOTAL 400 100%

NO. OF RESPONDENTS
1%

26% Strongly agree


Somewhat agree
50% Disagree
Strongly disagree
20% TOTAL

3%

INTERPRETATION
2% respondents strongly agree, 52% respondents somewhat agree they have given with
motivation to participant in the training process. 40% respondents disagreed with this and 6%
respondents strongly disagreed.
Table: 15

15. Are employees permitted times off from work to attend training
OPTIONS NO. OF RESPONDENTS PERCENTAGE

YES WITH PAY 0 0%


YES WITHOUT PAY 0 0%
NO 240 60%
NO SUCH THINKS 160 40%
TOTAL 400 100%

450
400
350
300
250
200 400
150
240
100
160
50
0 0 0
YES WITH PAY YES WITHOUT NO NO SUCH THINKS TOTAL
PAY

NO. OF RESPONDENTS

INTERPRETATION
60% of respondents answered no when asked if they are permitted time offs from work to attend
training. And 4% respondents said they aren’t aware of any such thing.
Table: 16
16. Does training process affect normal working hours?

OPTIONS NO. OF RESPONDENTS PERCENTAGE

YES 80 20%
NO 264 66%
CAN’T SAY 56 14%
TOTAL 400 100%

NO. OF RESPONDENTS

10%

YES
NO
50%
33% CAN’T SAY
TOTAL

7%

INTERPRETATION
From that 20% respondents are of the opinion that training process affects the normal working
hours. 66% respondent doesn’t think working hours are affected. And 14% respondents refused
to answer.
Table: 17
17. Do you think employees apply the new concepts taught at the training program in their
job?

OPTIONS NO. OF RESPONDENTS PERCENTAGE

YES 80 20%

SOMEWHAT 212 53%

NO 0 0%

CAN’T SAY 108 27%

TOTAL 400 100%

NO. OF RESPONDENTS

10%
YES
SOMEWHAT
26%
50% NO
CAN’T SAY
0% TOTAL
14%

INTERPRETATION
From that 53% respondent think employees somewhat apply their newly learned skills. While 20%
respondents confidently stated employees apply their new skills. 27% respondents choose not to say.
Table: 18
18. Opinion about overall quality of the training program

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Very good 124 31%


Good 208 52%
Poor 60 15%
Very poor 8 2%
TOTAL 400 100%

NO. OF RESPONDENTS
250

200
208

150

124 NO. OF RESPONDENTS


100

50
60
8
0
Very good Good Poor Very poor

INTERPRETATION
From that 31% employees said the quality of training program is very good and 52% said its
good. 15 and 2% respondents rated quality as poor and very poor respectively.
Table: 19
19. Have your personal goals been benefiting out of training?

OPTIONS NO. OF RESPONDENTS PERCENTAGE

YES 8 2%

SOMEWHAT 80 20%

NO 100 25%

CAN’T SAY 212 53%

TOTAL 400 100%

400
400
350
300
212
250
200
150 100
80
100
50 8

0
YES SOMEWHAT NO CAN’T SAY TOTAL

NO. OF RESPONDENTS

INTERPRETATION
From 25% respondent said no when asked if their personal goals have been benefiting out of
company training. 20% said they somewhat achieve their personal goals through training. 2% said
they certainly form training. And 53% choose not to answer.

Table: 20
20. Opinion about the satisfaction of the training program conducted as per the schedule.

OPTIONS NO. OF RESPONDENTS PERCENTAGE

Strongly satisfied 132 33%

Satisfied 168 42%

Dissatisfied 64 16%

Strongly dissatisfied 36 9%

TOTAL 400 100%

450
400
400
350
300
250
200 168
150 132

100 64
36
50
0
Strongly Satisfied Dissatisfied Strongly TOTAL
satisfied dissatisfied

NO. OF RESPONDENTS

INTERPRETATION
From that the 33% respondents are strongly satisfied with the training program conducted as per the
schedule. 42% respondents are satisfied, 16% respondents are dissatisfied with the training program
while 9% respondents are strongly dissatisfied.

CHAPTER-IV
4.1 FINDING:

 Find 72% of respondents agreed that training needs are assessed regularly. While 28%
respondents are of the opinion that training needs are not assessed properly.
 Find that can see 11% of respondents say that training process as a learning experience is
very good. While 44% are of the opinion it is good and 29% are just satisfied with the
training process as far as the learning experience is concerned. 11% rated training process
as very bad and just 5% stated training as very bad.
 Find these can see that 11% percent of the respondents are of the opinion that
performance of trainer/ guest faculty/ instructor is very good. 47% said its good and 27%
find the performance of trainer satisfactory. And 11% voted it as bad and 45 voted it as
very bad.
 Find 69% of the respondents claim that they have achieved the learning objective from
the training program. 18% respondents were of the opinion that they achieved the
learning objective partially. 2% could not achieve the training objective and 11% of
respondents refused to answer.
 Find 11% of respondents reveal that the training provided is very much relevant to the
job while majority ie 64% revealed that it is good and 18% revealed that it’s satisfactory.
And 7% voted it as irrelevant. The above diagram shows the opinion of employees about
the relevancy of training process to the job.
 Find 13% of the respondents reveal that the company’s training policy is designed very
well. 27% said its good and 44% said it’s satisfactory. 11% percent rated it as bad and
rest 5% reveal that they are very dissatisfied with company’s training policy.
 Find 7% of the respondents revealed that the content and methodology used in the
training program is very good. 44% were of the opinion that it was good. 33% responded
that training methodology and content was satisfactory. 11% said its bad and 5% said it’s
really very bad.
 Find 13% of the respondents revealed that training materials were really useful, 47%
stated it as good and 33 percent respondents found training material satisfactory. Only
7% respondents declared training materials to be bad.
 Find 53% of respondent are satisfied with the use of audio-visual aids. 13% were stated
the use of audio-visual aids to be good and 7% declared it very good. 27% of respondents
declared the use of audio-visual aids to be bad.
 Find 10% and 22% respondents responded that practical sessions are very good and good
respectively. 62% of respondent are satisfied with the practical sessions conducted in the
training process. 4% and 2% respondents stated practical sessions of training process and
services is bad and very bad respectively.
 Find 54% respondents are satisfied about the working environment provided with
training and 6% were strongly satisfied. We can also observe that 40% of respondent are
dissatisfied about the working environment. None were strongly dissatisfied about the
working environment of training process conducted at IVETEL.
 Find 27% of respondent are satisfied with the time given for training. While 53%
respondents explained the time allotment as good. 18% found the time allotment to be
fair and 2% respondent revealed that they are not satisfied with the time given for
training and voted bad.
 Find 13% respondents said that the participant’s suggestions are really taken into
account. 49% respondents found that preferences given to participants suggestion to be
good, 24% opinioned it to be fair but 7% declared the acceptance of participants
suggestion as poor another 7% said it’s very poor.
 Find 2% respondents strongly agree, 52% respondents somewhat agree they have given
with motivation to participant in the training process. 40% respondents disagreed with
this and 6% respondents strongly disagreed.
 Find 60% of respondents answered no when asked if they are permitted time offs from
work to attend training. And 4% respondents said they aren’t aware of any such thing.
 Find that 20% respondents are of the opinion that training process affects the normal
working hours. 66% respondent doesn’t think working hours are affected. And 14%
respondents refused to answer.
 Find that 53% respondent think employees somewhat apply their newly learned skills.
While 20% respondents confidently stated employees apply their new skills. 27%
respondents choose not to say.
 Find that 31% employees said the quality of training program is very good and 52% said
it’s good. 15 and 2% respondents rated quality as poor and very poor respectively.
 Find 25% respondent said no when asked if their personal goals have been benefiting out
of company training. 20% said they somewhat achieve their personal goals through
training. 2% said they certainly form training. And 53% choose not to answer.
 Find that the 33% respondents are strongly satisfied with the training program conducted
as per the schedule. 42% respondents are satisfied, 16% respondents are dissatisfied with
the training program while 9% respondents are strongly dissatisfied.
4.2 SUGGESTIONS
 The training needs should be assessed regularly by observing the performance of
employees and also from feedback.
 The training records must be maintained, preserved properly and updated timely.
 Proper care should be taken while selecting the trainers.
 Trainers must be given continuous feedback and the training should be performed
as a continuous planned activity.
 New and different trainers should be invited so that the maximum impact can be
got from the training programmes.
 Co-ordination and interaction of the employees of all levels must be encouraged to
locate new talents among employees. Individual care should be given as much as
possible in case of practical sessions.
 Try to consider the personal goals of participants also when designing the training
module. By which the interest and satisfaction of participants can be increased.
 Try to use more visual and audio aids to make trainings more interactive and
active.
CONCLUSION

Analysis of all the facts & figures, the observation and the experience during the training
period gives a very positive conclusion/impression regarding the training imparted by
IVETEL. The IVETEL is performing its role up to the mark and the trainees enjo0y the
training imparted especially the practical session and simulations.

The training imparted meets the objectives like:

 Effectiveness of the training and its resultant in the performance of the employees.
 Assists the employees to acquires skills, knowledge and attitude and also enhance
the same.
 Helps to motivate employees and helps in avoiding mistakes.
CHAPTER
CHI SQUARE TEST OF GOODNESS OF FINDING

ADDITIONAL PERSONAL EFFORTS DO YOU UNDERTAKE TO ENHANCE YOUR


KNOWLEDGE LEVEL AND IMPROVE YOUR COMPETENCY

QUALITY OF THE TRAINING PROVIDED

OPTIONS Very good Good Poor Very poor Total

Strongly agree 40 54 16 0 110

Agree 50 75 16 0 141

Rarely 16 25 26 16 83

Disagree 15 9 15 5 44

Strongly disagree 4 6 12 0 22

Total 125 169 85 21 400

SOLUTION

NULL HYPOTHESIS: All stress management program are equally preferred.

ALTERNATIVE HYPOTHESIS: All stress management program are not equally preferred.

Let, O – Observed frequency

E – Expected frequency

V = (r-1) (C-1) = (5-1) (4-1) = 4*3 = 12

Expected frequency = (400/5) = 80


PROGRAMS OBSERVED EXPECTED ( O-E) Ψ2 = ( O-E)2
FREQUENCY FREQUENCY
E
Strongly agree 110 27.5 82.5 85.07

Agree 141 35.25 105.75 139.78

Rarely 83 20.75 62.25 48.43

Disagree 44 11 33 13.61

Strongly 22 5.5 16.5 3.40


disagree

TOTAL 400 290.29

Now,

Ψ2 = 290.29, approximately Ψ2 = 290

Calculated value of Ψ2 = 290

Here n observations are given,

Therefore, Degree of freedom = n-1 = 5-1 = 4

Calculated value of Ψ2 > Tabulated value of Ψ2

So, null hypothesis is accepted.


Level of significance

Degree of freedom 4

Calculated value 290

Tabulated value
QUESTIONS

1. Opinion about the regular assessment of training needs at the company.


A. Yes
B. No
2. Opinion about training process as a learning experience.
A. Very good
B. Good
C. Satisfactory
D. Bad
E. Very bad
3. Opinion about the performance of trainer/ guest faculty/ instructor.
A. Very good
B. Good
C. Satisfactory
D. Bad
E. Very bad
4. Achievement of learning objective from training program
A. Yes
B. Partially
C. No
D. Can’t say
5. Relevancy of training program with the job
A. Very good
B. Good
C. Satisfactory
D. Bad
E. Very bad
6. There is well designed and widely shared training policy in the company
A. Very good
B. Good
C. Satisfactory
D. Bad
E. Very bad
7. Opinion about the content and methodology used in the training program
A. Very good
B. Good
C. Satisfactory
D. Bad
E. Very bad
8. Usefulness of training materials
A. Very good
B. Good
C. Satisfactory
D. Bad
E. Very bad
9. Opinion about the use of audio-visual aids.
A. Very good
B. Good
C. Satisfactory
D. Bad
E. Very bad
10. Opinion about the practical session in the training program.
A. Very good
B. Good
C. Satisfactory
D. Bad
E. Very bad
11. Opinion about the working environment
A. Strongly satisfied
B. Satisfied
C. Dissatisfied
D. Strongly dissatisfied
12. Opinion about the time duration given for the training period
A. Sufficient
B. Good
C. Fair
D. Poor
E. Very poor
13. Opinion about the preferences given to the participants suggestions
A. Excellent
B. Good
C. Fair
D. Poor
E. Very poor
14. Opinion about the motivation given to the participants
A. Strongly agree
B. Somewhat agree
C. Disagree
D. Strongly disagree

15. Are employees permitted times off from work to attend training?

A. Yes with pay


B. Yes without pay
C. No
D. No such thinks

16. Does training process affect normal working hours?

A. Yes
B. No
C. Can’t say

17. Do you think employees apply the new concepts taught at the training program in
their job?

A. Yes
B. Somewhat
C. No
D. Can’t say

18. Opinion about overall quality of the training program

A. Very good
B. Good
C. Poor
D. Very poor

19. Have your personal goals been benefiting out of training?

A. Yes
B. Somewhat
C. No
D. Can’t say
20. Opinion about the satisfaction of the training program conducted as per the
schedule.

A. Strongly satisfied
B. Satisfied
C. Dissatisfied
D. Strongly dissatisfied
REFERENCE

 http://www.scribd.com/doc/49368010/PROJECT-REPORT-ON-
TRAINING-AND-DEVELOPMENT
 http://www.slideshare.net/friendanoopg/study-on-effectiveness-of-training-
and-development

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