Professional Documents
Culture Documents
THESIS
ON
RAJAHMUNDRY.
A THESIS ON
1
TABLE OF CONTENTS
Acknowledgements
List of Tables
List of Illustrations
Abbreviations
Summary
Introduction
Methodology
Industry Profile
Review of Literature
Conclusions
References
Appendices
Glossary
2
List of tables
List of Illustrations
3
Abstract
In the training program of APPM the facilities are been good for the employees. The
trainees are given new updated technology training and the methods are new innovative
methods for training. The working conditions and the environment in the APPM are
satisfactory. And the training programs are been useful in day-to-day life. The training
department provides congenial for learning. Training helps in personal development for
the employees. The performance levels are improved after training. To a large extent the
training program helped content design. To some extent the training helped in job.
Infrastructure was excellent in the organization for the training program. Company
development was the major criterion for giving training.
4
INTRODUCTION:
Objectives
Limitations:
1) Time constraint in meeting the respondents of the research. For collecting the data
of the research the day allotted for the researcher is Saturday only.
2) The information of the employees may be biased.
5
INDUSTRY PROFILE
Paper History:
Paper has a long history, beginning with the ancient Egyptians and continuing to
the present day. For thousands of years, hand-made methods dominated and then,
during the 19th century, paper production became industrialized. Originally
intended purely for writing and printing purposes, a wide variety of paper grades
and uses are now available to the consumer.
3000BC:
Of all the writing and drawing materials that people have employed down the
ages, paper is the most widely used around the world. Its name derives from
papyrus the material used by the ancient Egyptians, Greeks and Romans. Papyrus,
however, is only one of the predecessors of paper that together are known by the
generic term ‘tapa’ and are mostly made from the inner bark of paper mulberry, fig
and daphne.
Tapa has been found extensively in nearly all cultures along the Equatorial belt
and is made by what is possibly the oldest papermaking technique – one still
practiced in some parts of the Himalayas and South East Asia. Indeed, recent
archaeological excavations in China have revealed some of the oldest ‘tapa’ paper
ever found which shows that paper was being produced in China before western
records began. Firstly, a separate screen is needed for each new sheet, and is only
available for use again after the last sheet has dried. And secondly, an increase in
production can soon lead to a shortage of raw material, since fresh best is not
always available everywhere in the required quantity.
3) The fibers normally used for textiles, like flax and hemp, also served as
substitutes for best. In later times, the fabric was replaced by fine bamboo sticks,
6
which freed the papermaker of the need to let the paper dry naturally in the mould,
since the poured or ladled sheet could be ‘couched’ off.
AD 105:
In AD 105, the Chinese court official, Ts'ai Lun, (if we are to believe the
chronicle recording the claim) invented papermaking from textile waste using rags.
This can be considered as the birth of paper as we know it today. Later, Chinese
papermakers developed a number of specialties such as sized, coated and dyed
paper, and paper protected against ravages by insects, but they had great problems
satisfying the growing demand for paper for governmental administration. They
also used a new fiber-yielding plant - bamboo - which they de-fibered by cooking
in lye.
AD 610:
Chinese papermaking techniques reached Korea at an early date and were
introduced to Japan in the year 610. In these two countries, paper is still made by
hand on a large scale in the old tradition, preferably from the fresh best fibers of
the mulberry tree (kozo in Japanese). Following the cooking process, the long,
uncut fibers are merely prepared by beating, which gives the paper its
characteristic look and excellent quality. The latter is due, among other things, to
multiple, rapid immersions of the mould, which results in a multi-layer fiber mat.
Very soon, knowledge of papermaking spread to Central Asia and Tibet and then
on to India. When the Arabs, in the course of their eastern expansion, neared
Samarkan they too became acquainted with the production of paper and paper
mills were subsequently set up in Baghdad, Damascus and Cairo, and later in
Morocco, Spain and Sicily. Owing to the lack of fresh fibers, the raw material used
by the Arabs was made almost entirely from rags: however, their defective and
poorly designed processing equipment (such as breaker mills) produced a rather
inferior ground pulp. But, by using this method, with screens made of reeds, thin
sheets were made and then ‘coated’ with starch paste. This gave Arabian paper its
good writing properties and fine-appearance.
The export of Arabian-made paper, along with the secrets of its product
7
14th CENTURY:
In the course of the rapid expansion of trade in the late Middle Ages, more and
more merchants dealt in the commodity called ‘paper’ that was growing in
importance for public and intellectual life. The Nuremberg councillor Ulmann
Stromer (Stromeir) mulled over the advantages of making his own paper and, with
the help of skilled workers from Italy, transformed the ‘Gleismühle’ by the gates of
his home town into a paper mill. The dates noted in his diary, 24 June 1390 (start
of work on the waterwheel) and 7 and 11 August 1390 (oaths sworn by his
Nuremberg foremen), are the first assured records of papermaking on German soil.
The wording of Stromer's diary entries suggest that he regarded papermaking as a
largely unknown and secret art, that he had to prevail against the clan of immigrant
Italians, and that he had to overcome many technical difficulties. Stromer’s mill -
illustrated in the world chronicle of Hartmann Schedel in 1493 - was initially
designed with two waterwheels, 18 stamping hammers (i.e. six holes) and 12
workers using one or two vats.
16th CENTURY:
The advantages of this mill-based papermaking technique, which spread
throughout Europe in the 15th and 16th centuries far outweighed the disadvantage
of considerable outlays of time and capital for building and fitting out with new
machinery and equipment. However, the change in the production process, thanks
to the division of labor, boosted output and improved quality. And it could
certainly generate a profit, as some examples prove. On the other hand, there was a
growing risk of an imbalance between costs and earnings, a state of affairs noted in
the numerous reports of business failures among paper makers.
Later, many paper merchants took over the mills as owners, while the master
papermakers practiced their trade as lessees. This trend was stepped up by the
special conditions prevailing in the book sector, where a book printer or publisher
had to fund the production costs (paper, composition, and printing) of a work
before the sale of the print run generated revenue. The result was that he was often
indebted to the paper suppliers.
8
Work at the vat normally involved four people: the vatman, who made the sheet
using a mould; the couch squirt, who worked in time with the vatman and placed
the sheet on felt; the layman, who drew off the still moist sheets from the felt after
pressing; and the apprentice, who had to feed material to the vat and provide for
vat heating. The press was operated jointly by the team. Depending on format and
basis weight, up to nine reams (4,500 sheets) of paper could be made in the course
of a working day of around 13 hours.
17th CENTURY:
Technical progress continued in the 17th century. Smoothing the sheets by hand,
using a creasing knife or ‘blood stone’ was supplemented by the use of a
smoothing hammer (similar to a forging hammer). This led to a split in the craft
between the tradition-conscious ‘smoothers’ and the modern ‘stampers’ who
refused to recognize one another as fully-fledged papermakers. Towards the end of
the 17th century, a new and much more efficient beater, called a ‘Hollander’, was
invented. This supplemented, or even replaced the stamping mill and further
divided papermakers into two new camps.
The tremendous upsurge in papermaking during the Reformation in the 16th
century, coupled with the introduction of printing with movable type, soon led to a
serious shortage of raw materials and to regulations governing the trade in rags.
The systematic search for substitute materials met with little immediate success. In
the early 18th century straw was certainly used as a raw material but failed to make
headway on quality grounds. Only the invention of ground wood pulp by Saxon
Keller (1843) and of chemical pulp (first patented in 1854 by Miller Watt) solved
this problem.
18th CENTURY:
During the 18th century there had been some concentration of craft activities in
large operations, the ‘manufactories’, which were dependent on skilled
papermakers organized into craft groups. The efforts made to step up production as
much as possible and to have many of the jobs done by machine (partly to get
round the constraining rules of papermakers' craft ‘usages’) culminated in the
design and construction of paper making machines. The initial model was the vat
9
that was used by J.N.L. Robert, who built the first flat-screen papermaking
machine in 1798. This was further developed in England, mostly by Donking and
the Fourdrinier brothers.
Shortly afterwards other types appeared, like the Dickinson’s cylinder machine,
and machines which filled wire moulds transported on an endless chain and
couched the sheets on an continuous felt. Flat screen and cylinder machines, which
were first seen in the 19th century, were continually improved and extended to
include a dryer section. This soon led to a considerable widening of the paper web
and to an increase in production speeds.
It also heralded industrialization. In this new era, the as much as possible and to
have many of the jobs done by machine (partly to get round the constraining rules
of papermakers' craft ‘usages’) culminated in the design and construction of paper
making machines. The initial model was the vat that was used by J.N.L. Robert,
who built the first flat-screen papermaking machine in 1798. This was further
developed in England, mostly by Donking and the Fourdrinier brothers. Shortly
afterwards other types appeared, like the Dickinson’s cylinder machine, and
machines which filled wire moulds transported on an endless chain and couched
the sheets on an continuous felt. Flat screen and cylinder machines, which were
first seen in the 19th century, were continually improved and extended to include a
dryer section. This soon led to a considerable widening of the paper web and to an
increase in production speeds. It also heralded industrialization. In this new era, the
small operators who were unable or unwilling to afford machines sought to survive
with piece-work or by producing special grades, but they were sooner or later
compelled to discontinue their activities. Others had to adapt their existing
buildings or set up new mills elsewhere
10
wood pulp and chemical pulp) and appropriate industrial plants (ground wood and
chemical pulp mills) were developed. The third stage (1860 to 1950) was marked
by the enlargement of the web width, an increase in working speeds, the
introduction of electric drive and further improvements to various machine parts.
Machines designed specifically for the production of particular paper and board
grades (for example the Yankee cylinder and multi-cylinder machines) were also
developed. The web working width grew from 85 cm (1830) to 770 cm (1930),
while production speeds rose from 5 m/min. (1820) to over 500 m/min. (1930).
The fourth stage (1950 to 1980), which was still dependent on the old methods as
far as the mechanics were concerned, brought unprecedented changes in
papermaking. Alongside further increases in web width and working speeds, there
was the use of new materials (thermo-mechanical pulp, deinked recovered paper,
new fillers, processed chemicals and dyes), new sheet forming options (e.g. by
twin-wire formers), neutral sizing, greater stress on ecology (closed loops) and,
most of all, automation. The operational impact of these changes was:
specialization in certain paper types; development of new paper grades (LWC -
lightweight coated paper); corporate mergers; company groups with their own raw
material supply and trading organizations; closure of unprofitable operations.
1980 onwards:
The fifth stage leads into the future. The evolution of new sheet-forming
principles (with fluid boundaries between paper and non-woven fabrics) and
chemical pulp processes have been the main process improvements. However, the
situation on the global market (increased demand, above all in the Third World,
trends in chemical pulp prices, problems of location), are again raising capital
intensity and encouraging the formation of big company groups with international
operations. At the same time there are definite opportunities for smaller, local
firms satisfying specific needs.
2000 & BEYOND:
The new Millennium will be dominated by the tremendous progress that has been
made in computer science, thus triggering a complete change in our commercial
and private communication and information behavior.
11
Does this mean that the paper era will come to an end? The answer is most
definitely "No". Clearly there will be a huge amount of data being generated
electronically, but the issue is how to preserve it. The difficulties of data storage
over a long period of time are well known (for example, the durability of disks;
frequent changes of hard and software, electronic breakdowns etc.). Once again,
paper offers the most convenient and durable storage option. The advance in
technology will affect only the printing of items like short-lived handbooks and
encyclopedias.
Reading a book will remain a great pleasure into the future and paper, as a
ubiquitous material with its many uses, will continue to play an influential role.
Many artists will continue to express themselves by using this most versatile
material.
12
Literature review:
According to Harold Koontz and Cyril O’Conner
“Developing a manager is a progressive process in the same sense that education
a person is. Neither development nor education should be through of as something that
can ever be completed, for there are no known limits to the degree one may be developed
or educated. Manger Development concerns the means by which a erosion cultivates
those skills whose application will u=improve the efficiency and effectiveness with
which the anticipated results of a particular organizational segment are achieved”.
According to G R Terry
“Management development should produce change in behavior which is more in
keeping with the organization goals than the previous behavior. The change frequently
consists of a number of a small steps resulting from training but the cumulative effect is
considerable. It is also basic that a terminal behavior is identified before the development
and effort starts”.
Thus, Executive of Management Development implies that there will be a change
in knowledge and behavior of the individuals undergoing development programme. Te
individual will not only be able to perform his job better but also increase his potential
for future assignments through the acquisition, understanding and use of new knowledge
insights and skills. Self-development is an important concept in the whole programme of
management development.
According to Ms Vijit Chaturvedi,Lingayas University
13
According to the recent review by Harvard Business Review, there is a direct link
between training investment of the companies and the market capitalization. Those
companies with higher training investment had higher market capitalization. It clearly
indicates that the companies which have successfully implemented training programs
have been able to deliver customer goals with effective results.
Donald Kirkpatrick has developed a very popular evaluation model that has been used
since the late 1950s by the training community.
• Level 1 Evaluation—Reaction
• Level 2 Evaluation—Learning
• Level 3 Evaluation—Behavior
• Level 4 Evaluation—Results
A process of updating the knowledge, developing skills, bringing about attitudinal and
behavior changes and improving the ability of the trainee to perform his/her task
efficiently and effectively.
14
production, changes in design, the demands of competition etc. The major benefits of
training to an organization are;
• Higher Productivity
• Better Organizational Climate
• Less Supervision.
• Prevents Manpower Obsolescence
• Economical Operations
• Prevents Industrial Accidents
• Improves Quality.
• Greater Loyalty
• To fulfill Organizations future Personnel Needs
• Standardization of Procedures
Benefits to employees:
• Personal Growth.
• Development of new skills
• Higher Earning Capacity
• Helps adjust with changing Technology
• Increased Safety
• Confidence
15
Nature of the Research:
Research Design/Methodology:
This has been classified into subsections. They are
a) Literature/Internet survey
b) Design of Questionnaire
c) Sample Selection and Size
d) Sampling Procedure
16
e) Data Collection and
f) Analytical Tools
Literature/Internet survey:
The study started with the literature survey of journals and magazines that
helped to comprehend the various facets of the automobile industry. These sources
provided the basic knowledge about the industry, key players, their performance, key
communication mediums, product features, etc which facilitated the designing of
questionnaire and hence analysis.
Design of Questionnaire:
The questionnaire was designed based upon the objectives of the study. The
questionnaire consisted of open ended and closed questions. The questionnaire is
prepared on the basis of following 1) Factors effecting training and development.
2) Identifying the training needs in APPM Rajahmundry.3) To analyze the effect
of training on the performance levels of the employees.
Sampling Procedure:
The employees are selected by the Convenience Sampling method.
Convenience sampling selects a particular group of people but it does not come close to
sampling all of a population. The sample comprises subjects who are simply available in
a convenient way to the researcher. There is no randomness and the likelihood of bias is
high. This method is often the only feasible one, particularly for students or others with
17
restricted time and resources, and can legitimately be used provided its limitations are
clearly understood and stated.
Data Collection:
For the present study, the survey method was used for collecting primary data.
A structured questionnaire was used for the purpose. The questionnaire included multiple
choice questions. The main source of secondary data has been books, internet, and
articles.
18
Analysis and Interpretations
The corporate office of APPM Ltd is situated at Secunderabad and the registered
office at Rajahmundry.
The Human Resources Development Department here in APPM plays a very vital
role with regard to training and development. Various training programmes are taken up
for upgrading the skills of the employees of the organization.
Every year annual training calendar is prepared by the Human resources
development department on the basis of consolidation of the identified training needs.
The activities of Human resources development department include.
Initiating the identification and consolidation of the identified training needs
for all levels employees.
Preparing the annual training calendar on the basis of consolidation of the
identified training needs
Identification of suitable in-house (or) external faculty of conducting the
training programme either in house (or) externally by nominating employees
to programmes conducted by professional training (or) academic institutions.
Providing induction programmes for new recruits and trainees.
Evaluating the effectiveness of training programme through end of session
feed back and year end assessment by the concerned department heads.
19
Assisting the functional and executive authorities in designing and developing
instruments for assessment of competencies and skills of employees at the
levels envisaged.
20
As a result of the training, the employees were motivated and this resulted in a
higher level of morale and increase in the efficiency of the employees.
The maximum out come of training was seen in the employees who were skilled.
Their skills were satisfactorily upgraded. The training results were also excellent in case
of the employees. The organization takes up the training programmes keeping in
organization employs both on_ the_ job and off_ the_ job methods for the training of the
employees. view, the time period as well as the needs of the organization and employees.
NEEDS:
During the conducting of the training and development activities the main stress
is to fulfill the needs of the organization as well as that of the employees.
APPRAISAL:
To assess the effectiveness of the training imparted the trainees fill in the training
programme feed back form before the conclusion of each training programme.
All the feed back forms are consolidated by the in-charge of the training and
development.
21
Human Resource Development Department head revives the consolidated feed back
information to assess the effectiveness of the concerned faculty, coverage of the course
content, effectiveness of presentation, during of the programme for improvement steps in
the future training programmes. Head of the department review the effectiveness of the
training by interacting with the concerned employees who have undergone training
programmes and assess the impact of the training on their attitudes, skills, awareness, and
competencies.
Head of the department forward the training effectiveness feedback form to the HRD
department with their review comments.
Departmental heads will identify the required training needs viz., soft skills and /
or any new technological / functional, including management systems
implementation skills of the departmental personnel under their control as per the
role / job requirement annually; however, if warranted, as and when any new
task or assignment is to be carried out by the employee.
Departmental heads will provide the necessary on the job training to the
employees under their control in the department.
HODs will identify and send Workmen and Jr.Staff cadre training requirements
through Training Needs Identification Format to HRD Department.
Sr. Staff training needs will be captured from PMS Appraisal reports.
Head (HRD) will draw up the annual training calendar, based on the
departmental requirements and/or organisational requirements, inconsultation
with Head (HR), for the year ( June-May )and circulates the same to all
departments for their ready reference by 30th May every year.
While preparing the training calendar, the training needs are broadly categorised
as safety oriented, behavioral/managerial (soft skills) and technical / functional
requirements.
22
As per annual training calendar, training programmes will be arranged and
intimations will be sent to the concerned departments fordeputing the nominees
for the training programme as per schedule. However, in case of exigency and /
or in unavoidable circumstances, there will be slippage in the schedule and
attempt will be made to cover thesame in the subsequent months/ year.
For such programmes, where nominations are to be get from different
departments, intimation will be sent to the departments for getting suitable
nominations from different departments.
For conducting the required training programmes, the services of employees as
internal learning facilitators( faculty) are utilised to the possible extent and
wherever necessitated, external faculties are engaged based on their expertise,
reputation and relevance to organisational requirement etc.
On completion of a training programme ( of duration 1 day or more), feedback is
obtained from the participants to assess the effectiveness of the faculty and
adequacy of the training module besides participants’action plan for utilisation
and / or implementation of key learning point (s).
The feedback from the participants will be considered, where deemed found
necessary and warranted, to introduce changes in the modules or faculty for
subsequent programmes.
Feed back on the effectiveness of the training imparted to employee (of duration
1 day or more) is obtained from the concerned head of the department (HOD)
with in a quarter after completion of the training programme.
Such feedback is used in designing subsequent training calendars in order to
bring improvements in the quality of training imparted and also for
identification of required training needs of employees.
Feedback from the participants regarding faculty effectiveness will be shared
with faculty.
To enhance the effectiveness of learning process, feedback will be obtained
from learning facilitators (Faculty) regarding active participation of
participants. The identified participants will be communicated regarding
their contribution to learning process through the concerned HODs. A copy of the
23
same will be sent to P& A Department for keeping in personal files of the
participants.
In addition to in-house training programmes, as per the recommendation of
departmental heads and / or functional heads, employees will be sent for external
training programmes, conferences, seminars, study tours and workshops to hone
up their skills and improve the competency levels
Feed back is obtained from the participants as well as HODs on the effectiveness
of external programmes attended by the employees.
Head (HRD) will review the training calendar at the end of the calendar period
and intermittently, if necessary, and act upon as deemed fit to meet the
organisational requirements.
24
All in-plant trainees and GETs will under go on the job training in allocated
sections/departments during their training period as per the terms and conditions
of their appointment.
For Management Trainees the duration of Induction training will be decided in
consultation with concerned HOD.
After completion of the induction training period, feed back will be obtained
from the trainees to review the induction training methodology and take
necessary measures for improvement, if any, warranted.
APPM HR VISION
• APPM’s Human Resource Processes are rooted in business priorities, market
realities and long term oriented. Inherent in them are the qualities like
innovation, continuous learning and improvement in the work processes, talent
identification and nurturing. APPM through its concerted efforts aims at
becoming the most preferred employer in the Industry and create one of the best
places to work in the manufacturing sector.
• APPM HR processes stem from the faith in Human Potential and its Creative
Power.
• APPM work cultures that enable its Human Resources enjoy professional
freedom.
25
• APPM Learning Center is a forum where unique learning events take place as a
part of the process of institutionalization of continuous learning.
• The compensation package of the APPM matches with the Industry Standards
with qualities of flexibility, valuing talent and encouraging career growth.
• APPM Performance Management System encourages its Human Resources to
add value and increase their contribution to the growth of the organization on a
continuous basis thereby guarantees timely reward and recognition.
Training Activities…..
To facilitate human resources development through training
26
Implementation of Apprenticeship Act
Controls
- Budget
- Annual training calendar
- Objectives
- Approvals in respect of
external training
Input
Participants/traine
es Training Output
Identified training Annual Training
needs Calendar
Training Trained persons
effectiveness
feedback
Brochures and
introductory
letters of
professional
training / Means
academic
institutions
- Competent
Faculty
- Infrastructure
- Course
materials /
modules
27
ORGANIZATION CHART
Director (Corporate)
President (Operations)
Sr Manager (HRD)
Sr Training Officer
Assistant
28
Training & Development Program
29
DATA ANALYSIS
Developmental Programme on 2007 – 2008
30
Training Programme on 2007 – 2008
Training Programs:
31
1 Safety program for contract 704
workmen (MDP)
1841
Development Programs:
2 External programs 80
9
3 Fire fighting
20
4 Computerized Maintenance
Mgt.,
206
5 Change management
354
6 Behavioral managerial
skills & employee
development
37
7 Pulp mill operation review
and cost control
1164
32
THE ANDHRA PRADESH PAPER MILLS LIMITED.
UNIT: APPM-RAJAHMUNDRY.
No.o
Ju Oc Ja Ap
f Ju Au Se No De Fe M Ma
PROGRAMME l t n r
SL Prog n g p v c b ar y
TITLE ‘0 ‘0 ‘0 ‘0
ram ‘07 ‘07 ‘07 ‘07 ‘07 ‘08 ‘08 ‘08
7 7 8 8
s
BEHAVIOURAL Note : Figures in brackets indicate number of employees identified for
I
& SOFT SKILLS the program
8
Employee
1 (201 # # # # # # # #
Development
)
Communication
6
2 & Interpersonal # # # # # #
(88)
skills
10
Creativity &
3 (162 # # # # # # # # # #
Problem Solving
)
6
4 Team building # # # # # #
(49)
2
5 Positive Attitude # #
(30)
Time 5
6 # # # # #
Management (91)
FUNCTIONAL /
II
OTHER AREAS
33
Process
1
1 Orientatio # #
(12)
n (OJT)
1
2 Eng Use of Paper #
(8)
4
3 Computers # #
(37)
2
4 PLC and DCs # #
(14)
Bearings & 2
5 # #
Lubrication (18)
Inspection of 2
6 # #
Tools and Tackles (16)
Analytical 1
7 #
Instrments (6)
Recover Boiler
1
8 Operations& #
(10)
Technology
CD Filter &
Slacker 1
9 #
Operations& (7)
Techniques
Lime sludge
1
10 Reburning system #
(5)
Operations
Job Knowledge 2
11 # #
Skills (OJT) (13)
MANAGEMENT SYSTEMS
III
RELATED
Implementation
10
of Q,E & S
1 (264 # # # # # # # # # #
Management
)
System
3
2 ISO-9000:2000 # # #
(45)
4
3 ISO-14001: # # # #
(83)
34
No.o
Ju Oc Ja Ap
f Ju Au Se No De Fe M Ma
PROGRAMME l t n r
SL Prog n g p v c b ar y
TITLE ‘0 ‘0 ‘0 ‘0
ram ‘07 ‘07 ‘07 ‘07 ‘07 ‘08 ‘08 ‘08
7 7 8 8
s
SAFETY
IV
RELATED
4
1 General Safety # # # #
(57)
2
2 First Aid # #
(27)
4
3 Fire Fighting # # # #
(35)
1
4 5-S Concepts #
(21)
Safety in Specific 10
5 # # # # # # # # # # # #
Need based (82)
ORIENTATION
V
RELATED
Induction for
5
Apprentices
1 (150 # # # # #
under the
)
Apprentices Act.
# : Planned
35
TRAINING COST
Training cost is the cost that is paid for the programme the training programmes
Training cost = faculty cost + External programme fee + Training man days cost.
This cost is calculated to know number of amount that is spent on the training
programme. The number of workmen’s are attended, number of days are required,
36
Graphs and tables:
TABLE-1
37
5% 0%
35%
Excellent
Good
Poor
Very Poor
60%
TABLE-2
38
Total 250 100
GRAPH – 2
No. Of Respondents
8% 6% 22%
Highly Satisfied
Satisfied
Not Satisfied
Very Badly Satisfied
64%
Table 3: To what extent training program are useful in day to day life.
3) To what extent you found the training program useful for day to day activities.
TABLE-3
GRAPH - 3
39
13%
35% Excellent
21% Good
Satisfactory
Poor
31%
Inference: To large extent training program are useful in day to day life.
TABLE-4
40
GRAPH – 4
20%
Inference: To a large extent the training department provides a congenial for learning.
TABLE-5
GRAPH – 5
41
8% 20%
To large extent
To some extent
Very little extent
72%
TABLE - 6
42
GRAPH - 6
15% 0%
Excellent
Good
Satisfied
21%
64% Poor
CHART-7
GRAPH – 7
43
6%
22% Excellent
Good
Satisfactory
52%
Poor
20%
TABLE-8
44
GRAPH – 8
No. Of Respondents
15% 16%
To long extent
To some extent
To very little extent
69%
TABLE-9
GRAPH – 9
45
21% 22%
Excellent
Good
Satisfactory
Poor
29% 28%
Table 10: Infrastructure available in your organization for the training program.
10) What is your opinion on infrastructure available in your organisation for the training
program?
TABLE-10
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GRAPH - 10
No. Of Respondents
16%
40% Excellent
16%
Good
Satisfactory
Poor
28%
Inference: Infrastructure was excellent in the organization for the training program
TABLE-11
GRAPH - 11
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16%
35% To large extent
To some extent
18% To little extent
To very little extent
31%
TABLE-12
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GRAPH – 12
No. Of Respondents
Company overall
23% development
31%
Competency
improvement
Future career growth
24%
22% Better performance
Inference: Company development was the major criterion for giving training.
FINDINGS
1. Most of the employees agreed that training facilities available in the organization is
good.
2. Most of the employees are satisfied with the working conditions in the organization.
3. Majority of the employees feel that training program is useful for day to day
activities.
4. Some of the employees agree that training department provides a congenial
environment for learning.
5. Some of them have accepted that training helps in personal development.
6. Majority of the employees responded that both types of training programs i.e., on-
the-job and off-the-job are given important in this organization.
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7. Some of the employees agreed that depending upon the feedback given by the
employees, new improvements are found in the next training programs, some employees
disagreed with the statement.
8. Almost all the employees agreed that training program motivates them.
9. Almost all the employees feel that training improves quality of work.
10. Most of the employees feel that training is given to both new as well as existing
employees.
CONCLUSION
For any organization to perpetuate itself, through growth, there is a basic need for
developing its manpower resources. It is one thing to possess knowledge but yet another
thing to put it to effective use. It is essential to help develop skills and also update the
knowledge. Especially in a rapidly changing society, employee training and
development is not only on activity that is desirable but also an activity that an
organization must commit resources to it if 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 of the current job or
prepare them for an intended job. According to Edwin D Flippo “The purpose of training
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is to achieve in the behavior of those trained and to enable them to do their jobs better. In
order to achieve this objective, and training programmed should try to bring positive
changes in.
• Knowledge – It helps a trainee to know facts, policies, procedures and rules
pertaining to his job.
• Skills – It helps him to increase his technical and manual efficiency necessary to
do the job and.
• Attitude – It moulds his behavior towards his co-workers and supervisors and
creates and sense of responsibility in the trainee.
SUGGESTIONS
Training needs are first and foremost organizational needs. As pressure for change
impinge on an organization from outside or inside it responds through expansion,
adoption of new technologies, development of new functions and reorganization of
existing ones and through several other options. The training needs that an organization
has hammered out in response to various pressures for change become in turn the
pressures on individuals to change individuals respond to the demand for change usually
in one of three ways.
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• They may decide not to change themselves, but to take up another job by requesting
a transfer within the organization or by going elsewhere.
• They may decide to change neither it nor there job in the hope that the need for
change will pass them by, either fortuitously or by their active resistance to it.
The fact remains that an organizational change depends for cost, speed, and smoothness
on people who decide to change themselves that is, to learn, and where required, to
undergo training.
Before any suggestions on the training programmes it is very important that HRM as a
department establishes credibility and its worth in the organization. They should try to
work in such a fashion that all employees view them as friend and management views
them as a business partner.
The best idea is to help its employees through arrangement of counseling session and
make them understand there role more clearly.
The employees of TCIL are talented. They are committed to there work but it is very
necessary that they should have positive attitude towards the training programme. It is
suggested that before the training programme is started counseling sessions organized
by HR department and the related training agency about the necessity, benefits through
the training programme. It should be communicated clearly what company expects
from them.
Some suggestions which are based on the information that has been collected through
questionnaire, formal & informal discussions, observations and information from other
source are given below.
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The trainers should receive feedback from the trainees and there co-trainers so
that trainer can learn and develop himself so as to become more effective, In
some training programmes there has been observed a communication gap
between trainer and trainee.
Why me? This is not my work, I had complained about it they have not
responded on time, it is important that these questions be avoided by creating
the most conducive work climate.
Working harder does not pay rich dividends as working smartly, there is need
that employees work smartly in this organization.
Competency should be the watch – word to cope with tuture challenges and
complexities.
Feed back is important for the evaluation of any training programme. In general
it is advised to follow the circle of HRD. But it is necessary that the appraisal be
free from bias.
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There is need for a training programme on values & ethics as uncertainty
prevails in this organization.
Appendices
3) To what extent you found the training program useful for day to day activities.
a) Excellent b) Good c) Satisfactory d) Poor
4).Do you feel that training department provides a congenial for learning?
a) To large extent b) To some extent c) Very little extent
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5).Do you feel that training helps in personal development ?
a) Yes b) No
6) How do you find the change or improvement in your performance after attaining
training program?
a) Excellent b) Good c) Poor d) Very Poor
10) What is your opinion on infrastructure available in your organization for the
training program?
REFERNCES
BIBLIOGRAPHY
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Personal Management C.P.Memoria
Websites:
www.appml.com
www.andhrapaper.com
www.hrlibrary.com
www.hrguide.com
Glossary
Development: it involves preparing an individual for a future job and growth of the
individual in all respects.
KSA Analysis: A more detailed list of specified tasks for each job including knowledge
skills attitude and abilities required of incumbents.
Off-the-Job Training: It includes vestibule training, role playing, lecture and video-
presentations, case study, simulation, management games, in-basket exercise, self study,
laboratory training etc.
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On-the-Job Training: Under this method the worker is trained on the job and at his work
place. This enables him to get training under the same processes material and equipment
that he will be using ultimately.
Training: It helps an individual to learn how to perform his present job satisfactorily.
Trainings Effectiveness: The process that occurs before during and after training to
improve the performance of the participants.
Training Need: A training need is the gap between the knowledge skills and attitude that
the job demand and the knowledge skills and attitude already possessed by the employee.
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